Response 552161208

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Questions

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

Please select one item
Yes
Ticked No
Do you agree with the definition provided of STEM for the purposes of this Strategy?
technologies has the creative aspects of crafts, design and graphic design which could fit better under an 'arts' banner or a sub category of creative technologies.

2. Do you think the aims of this Strategy and the four priority themes are the right ones to address the challenges identified?

Please select one item
Ticked Yes
No

3. Are these success criteria right?

Please select one item
Yes
Ticked No
If not, tell us what criteria we should use instead.
also have something specifically about attainment levels in numeracy being raised.

4. Do you think the scope of the Strategy is right? Tell us if you think it should exclude something or include anything else. For example, should it include training and development that employers provide for their workforce?

Do you think the scope of the Strategy is right? Tell us if you think it should exclude something or include anything else. For example, should it include training and development that employers provide for their workforce?
include a specific statement about the role of secondary schools and the opportunities and links to be made at this stage otherwise scope is right.

5. Give us your views on whether you think the actions already underway across the sectors on STEM fit well with the Strategy and will contribute positively to it.

Give us your views on whether you think the actions already underway across the sectors on STEM fit well with the Strategy and will contribute positively to it.
Yes, the actions described will contribute positively and fit well with the strategy. It is not clear at some points where the action points actually lie as the text is merely describing strategies that have not yet been implemented - perhaps the detail of these could be fleshed out a bit more.

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.
Early years and schools: There are a large number of new 'strategies' e.g. digital learning strategy, that are not fully established yet that have been listed as actions. There are also a number listed that are happening in some schools and not others e.g. the IOP reducing gender gap work. I feel that if these strategies were being implemented Scotland wide in all schools there would be a more positive impact. In addition, the knowledge about funding available e.g. digital xtra fund could be made more public including making STEM ambassadors networks aware of the funding so they may be able to highlight opportunities to schools as well as making relevant people in schools aware of funding available. The national improvement hub could be extended to include science improvement hub also and again some CPD on how to access resources/use them. Qualifications: the qualifications could become more STEM oriented for example, a course that is run 1 period by a science teacher, another by a maths teacher and the next by a technology teacher (ICT etc) and a final exam/internal assessment that is interdisciplinary to reflect the type of STEM related courses at college and jobs where skills from all areas are required. Also qualifications need to have more of a digital focus e.g. coding to solve real life problems. Apprenticeship opportunities: I feel the actions listed fit the strategy well especially the apprenticeships aspects but feel there needs to be more specific actions about how this will be implemented in schools i.e. how will the proposed 'Scottish apprenticeships advisory board' work with schools specifically? The science centre visits are often denied in schools due to no money for transport to the centres or no teachers to cover classes. It would be more beneficial if there was funding made available to and from science centres to make it more accessible for everyone.

7. Do you agree with the principles set out for implementation?

Please select one item
Ticked Yes
No
Do you agree with the principles set out for implementation?
However the first principle could be separated into two: 1. data and understanding of STEM skills needed in labour market 2. Monitoring of STEM uptake and progression in education system and training system Also 'barriers for particular groups' could be more specific - females could be mentioned in particular.

9. Overall, do you think this Strategy is clear and action focused? Do you think that the actions that we propose to take nationally will achieve the aims and intended outcomes?

Overall, do you think this Strategy is clear and action focused? Do you think that the actions that we propose to take nationally will achieve the aims and intended outcomes?
Clear and action focused: Most points are clear and actions are obvious. Equity: There are a few points that may benefit from having specific deadlines and resources attached to them e.g. the feasibility study of developing programmes to support school pupils from disadvantaged backgrounds to study STEM subjects at higher education Inspiration: How will the impact of science engagement activity be maximised? How will support be directed? Would it be beneficial to have more than one female role model (or role models in general (ethnic minorities LGBT etc.)) to demonstrate career opportunities in STEM? Connection: Encourage schools to make more effective use of labour market information - who will be doing this in schools? If it is STEM teachers could there be CPD around how to access this information and build it into curriculum? Will it achieve aims and intended outcomes?: Once all ideas have been rolled out and if they are successful - yes.

10. Will this Strategy improve equity of outcomes? If not, tell us what else it should include, in particular for women and girls and other groups of people – disabled people, care leavers and minority ethnic communities.

Please select one item
Ticked Yes
No
Will this Strategy improve equity of outcomes? If not, tell us what else it should include, in particular for women and girls and other groups of people – disabled people, care leavers and minority ethnic communities.
Create a learning hub or teachmeet for best practice to be shared on reducing gender bias in curriculum and practice e.g. from professional dialogue with other schools I have received information on how to audit curriculum to make it gender neutral and provide a range of role models (from powerpoint content, to educational video content), classroom research or rapid prototyping could also be shared this way. There was mention of reducing gender bias with parents but this is paramount if we want the views of young people to change. There should be a stronger emphasis on a programme that can help reduce gender bias with parents.

11. What could schools, colleges, universities, community learning and development, the voluntary sector, science engagement providers and museums do to support the areas for action?

What could schools, colleges, universities, community learning and development, the voluntary sector, science engagement providers and museums do to support the areas for action?
Schools, colleges and universities - clear strategy in line with overall strategy, assessment and monitoring, create specific job roles for raising attainment in STEM Voluntary + science engagement providers - independent research, mentoring

12. What could professional organisations and bodies and third sector organisations do to support the areas for action? This includes, in particular, the General Teaching Council for Scotland, the CLD Standards Council, the teaching unions and representatives and the Learned Societies.

What could professional organisations and bodies and third sector organisations do to support the areas for action? This includes, in particular, the General Teaching Council for Scotland, the CLD Standards Council, the teaching unions and representatives and the Learned Societies
A mentioned in strategy - include STEM standard in ITE standards and training especially for primary/early years teachers and of course secondary STEM teachers Monitor training delivery and activities in order to measure impact on NQT's Build into probationer training Teaching unions can monitor workloads associated with strategy implementation and use their connection to survey teachers' opinon

13. What more could science centres and festivals do to complement and enhance STEM formal education, to inspire scientists of the future, and to ensure their activities support those of the Scottish Government and its agencies?

What more could science centres and festivals do to complement and enhance STEM formal education, to inspire scientists of the future, and to ensure their activities support those of the Scottish Government and its agencies?
Science centre for example has recently had great exhibitions on energy/renewable energy - alongside the exhibitions some information about the jobs that are related to this? Also computer facilities where young people can answer Q's to search for jobs that are suited to them based on their experiences in the museum ensuring that any pictures are a mixture of role models (male, female, ethnic minorities etc.) Continue and extend outreach programmes in schools where they bring equipment but make it more engineering focused rather than biology focused? They should also create a strategy in line with overall strategy

15. Tell us what you think about this Improvement Framework. How can we best ensure uptake of this Framework in early years learning settings, schools and clusters?

Tell us what you think about this Improvement Framework. How can we best ensure uptake of this Framework in early years learning settings, schools and clusters?
Provide time and support for clusters to meet Make use of existing cluster relationships Provide a space for best practice to be shared Ensure there is sufficient CPD for existing teachers to know how to access up to date career information on STEM and build into curriculum Also CPD on how to ensure STEM delivery is gender neutral - exploring the use of language, role models and curriculum content Ensure there is time dedicated for development of interdisciplinary STEM activities in schools

16. Tell us what you think of our proposal for developing a model of collaboration between schools, colleges, universities and employers. How should we now take this forward?

Tell us what you think of our proposal for developing a model of collaboration between schools, colleges, universities and employers. How should we now take this forward?
The idea is excellent but after reading the strategy I am still a little unclear as to the exact steps that will be taken to make it happen - who will be responsible in schools/colleges for this? Will they get allocated time to manage this? Will there be specific job roles created? Will there be similar centres in Scotland like the LUMA centres in Finland?

17. Tell us what you think of our proposals for a Scottish STEM ambassador network. How should we now take that forward?

Tell us what you think of our proposals for a Scottish STEM ambassador network. How should we now take that forward?
Good idea - prioritise those areas that are areas of high deprivation and start young and repeat visits in order to build relationships. Ambassadors should have a strong relationship with young people and teachers and public, private and third sectors organisations should provide time for ambassadors to commit to visits/preparing resources on a regular basis.

18. What other groups, organisations or people need to be involved in delivery of this strategy?

What other groups, organisations or people need to be involved in delivery of this strategy?
The list has not included EQUATE Scotland or IOP but has mentioned them earlier in strategy It should also include: Parents in STEM careers Parents in general

19. Tell us about what you are doing in your organisation, establishment or community that supports the aims and priorities of this Strategy.

Tell us about what you are doing in your organisation, establishment or community that supports the aims and priorities of this Strategy.
STEM PT appointed through raising attainment fund STEM club Masters level research into uptake of STEM in girls including auditing STEM curriculum areas Focus on digital learning through the use of ipads, microbits and digital printer Encourage pupils to attend many STEM related events and challenges e.g. Bright ideas, go4set etc. Sharing information regarding funded internships Share best practice through digital learning trios Partnership base links with various external organisations Many vocational pathways leading to STEM related courses

20. What could employers do to attract and retain more diverse STEM talent?

What could employers do to attract and retain more diverse STEM talent?
Work with schools to embed early the type of careers that STEM subjects can lead to. Allow employees time to volunteer, prepare for and deliver sessions with schools Support employees to become mentors for young people in disadvantaged areas in order to inspire and create future interest in the job.