Response 493385298

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1. Do you agree with the definition provided of STEM for the purposes of this Strategy?

Please select one item
Ticked Yes

6. Tell us about activity currently ongoing – either included in this document or not – that you think could be adapted or stopped and why.

Tell us about activity currently ongoing – either included in this document or not – that you think could be adapted or stopped and why.
My experience is that our secondary schools are letting our pupils down re STEM subjects. Examples below from my recent experience of a City of Edinburgh secondary: - Able children cover a lot of ground in Primary and then repeat same material in S1 and part of S2. This is demotivating at best - with more able pupils turned off at an early stage. - Young people are limited by the school "subject choice columns" and by school resources what science subjects they can take. For example not possible to take 3 sciences plus Maths at Nat 5 and therefore same restriction at Higher. - Limited choice is further restricted by taking 6 subjects at Nat 5 - where pupils who want to take science are severely restricted in what other subjects are available to them. So might drop a science subject in order to keep a breadth of subjects. In comparison in S3 - due to pupils taking 13 subjects - pupils are taking subjects they are not remotely interested in. Would think this needs to change in future - but difficult to do so as each school seems to be able to do their own thing. - Choice is further restricted in 6th year - eg at my children's secondary school not possible to take Advanced Higher Physics. While in theory it is possible for pupils to attend a different school to take subjects not available at their own school - in practise this is not coordinated in any way - and is therefore very challenging in practise. Not least if pupils are relying on public transport/buses in all weathers as eats into their available time for other curriculum subjects. If cannot take advanced Higher subjects at school - then less likely to take these subjects at FE or HE levels. Also more junior pupils are not seeing older pupils as role models - and teachers are not getting to teach at Advanced Higher level - so not as attractive a post for them/ their own motivation for the job. - Science resources/books available to pupils are limited - reluctance to tell parents what books would be helpful - eg Chemistry Calculations - as not all pupils might be able to afford to buy the books - therefore good few weeks/months trying to work out what key books would be helpful for pupils to get the most out of their course. - By comparison - teachers at school are excellent - my impression is that they are hampered by working arrangements and instructions - which is restricting their autonomy to do the right thing by their pupils. I