Change of place asks students to consider the following questions:

How do we use transport now and how should we use it in the future? This innovative new set of teaching resources challenges pupils to develop solutions to transport design in urban environments.

The resource consists of the following:

• A comprehensive teacher guide
• A range of Small Tasks to teach pupils the knowledge, skills and
• understanding required for the BIG Task of designing future cities
• PowerPoint presentations to help you introduce new ideas
• Two extension activities with which to engage particularly interested
• pupils in the developments of new technology

You can use the project to support STEM (Science, Technology, Engineering and Mathematics) both within the core curriculum and to provide an exciting approach to enrichment activities.

The project materials are based on the work of Foresight in the Department of Trade and Innovation. It is supported by the Royal Academy of Engineering through Shape the future.

The resources are available HERE

The DCSF has provided significant funding for After-school Science and Engineering Clubs (ASECs) as a means to:

1. Enhance and extend the Key Stage 3 curriculum
2. Enhance and extend the Key Stage Three curriculum;
3. Improve attainment in, interactions with and experiences of science among those pupils already showing interest and ability in these subjects;
4. Encourage these individuals to consider continuing their education in STEM; and improve collaboration between schools, and between schools and industry and the research base.

The evaluation report of the first two year’s operation has just been published. The full report can be downloaded from HERE.

ETB have recently (August 2008) published a briefing paper which aims to provide a definitive analysis of student numbers in Science, Technology, Engineering and Mathematics (STEM) subjects over the last five years -  with particular attention is given to the trends in Engineering disciplines. Some of the findings included in the paper are:

STEM findings: university applicants overall have risen by 12.2% over the past five years but STEM subjects have risen by just 0.08%.

Engineering and Technology findings: applications for Engineering and Technology degrees have grown at 7%, substantially greater than the STEM application growth of 0.08%. This buoyant trend has continued into acceptances where Engineering and Technology has enjoyed a 1.3% five year growth. In terms of Engineering and Technology graduates, contrary to popular belief, numbers graduating have actually grown 2.29% over the past five years.

ETB say that their analysis shows a positive underlying message for Engineering. Across all measures: applications, acceptances and degrees achieved, the trends in the supply of Engineering students are increasing. This is especially positive given the increased competition to Engineering and Technology from the rising level of subject choice available at first degree level to prospective undergraduates.

Please click HERE for the briefing paper from the ETB website.

The STEM Advisory Forum is an opportunity for all those interested in the teaching and learning of science, technology, engineering and mathematics to contribute their views on the STEM agenda. It is important that the roel of design and technology in STEM is highlighted through the contributions of all those involved in design and technology education – do contribute to the Forum

Link:  www.stemforum.org.uk

30 June 2008

The under-representation of women in science, engineering and technology (SET) remains a concern for the government.  For teachers looking for appropriate resources the UKRC (UK Resource Centre for women in science, engineering and technology) was launched in 2004, is funded by the Department for Innovation, Universities and Skills (DIUS), and is the Government’s lead organisation for the provision of advice, services and policy consultation on these issues.

More at   http://www.ukrc4setwomen.org/

STEM - reasons to be cheerful!

by David Barlex

When the Science, Technology, Engineering and Mathematics (STEM) Programme Report was published by the DFES and DTI in 2006 it was immediately apparent that those who had written the report had virtually ignored design and technology. The only reference to our subject was as follows:

It should be noted that engineering and technology are not typically considered as curriculum subjects in schools though design and technology and ICT may count as such but they are often college subjects. On what planet did the authors of this report reside, one wondered? To compound the situation the Report did not mention the Design and Technology Association. This was not an auspicious start but the situation has been rectified by the publication the report S-T-E-M Working Together for Schools and Colleges based on the outcomes of a workshop held at the Royal Society in May 2007.

Concerning STEM – a conversation between Michael Reiss of the Royal Society and David Barlex STEM Adviser to the Design & Technology Association

David Barlex is Director of Nuffield Design & Technology, Senior Lecturer in Education at the School of Sport and Education, Brunel University and STEM Advisor to the Design & Technlogy Association. For further information see  www.brunel.ac.uk/about/acad/sse/ssestaff/educationstaff/davidbarlex

Michael Reiss is Director of Education at the Royal Society, Professor of Science Education at the Institute of Education, University of London, Chief Executive of Science Learning Centre London, Honorary Visiting Professor at the University of York and Director of the Salters-Nuffield Advanced Biology Project. For further information see www.reiss.tc.

DB Michael you are the Director of Education at the Royal Society. Can you explain how this relates to the STEM initiative?

Another STEM conversation – this time between John Holman and David Barlex

In 1994 John Holman became head teacher of Watford Grammar School for Boys, an all-ability, multi-ethnic science specialist school.  In 2000 he left Watford to become the Salters Professor of Chemical Education and Director of the Science Curriculum Centre at the University of York. In August 2004 John became Director of the National Science Learning Centre, which opened in York in October 2005. Since October 2006 John has been seconded 0.5 fte to the Department for Children, Skills and Families as National STEM Director.

David Barlex is Director of Nuffield Design & Technology, Senior Lecturer in Education at the School of Sport and Education, Brunel University and STEM Advisor to the Design & Technology Association.


DB – John I think it would be useful if you could begin by explaining some of the background to the STEM (science, technology, engineering and mathematics) programme

David Barlex, D&T Association STEM consultant

STEM as a national initiative has been with us for only a short time yet the position of design and technology within this has oscillated between insignificance and valued contributor. The original Science, Technology,Engineering and Mathematics (STEM) Report in 2006 virtually ignored our subject.

The report of the seminar at the Royal Society held in May 2007 was much more positive, acknowledging the important part that design and technology could play if the school curriculum could be adapted to mirror the relationships between science, mathematics and technology that exist in the world outside school. Yet in January 2008 a meeting of the STEM Advisory Forum saw such a large emphasis on Science and Mathematics that it was really an SM Forum! It was clear that improvement in science and mathematics education at 14-19 and beyond into FE and HE formed the major drivers of the programme. This includes making three separate science GCSE qualifications an entitlement for pupils wishing to pursue such a programmeon the basis that this will provide greater uptake at A Level.