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Publication - Consultation Paper

Science, technology, engineering and mathematics – consultation on a strategy for education and training

Published: 8 Nov 2016
Part of:
Business, industry and innovation, Education
ISBN:
9781786525734

A consultation on a draft Science, Technology, Engineering and Maths (STEM) education and training strategy for Scotland.

44 page PDF

1.3MB

44 page PDF

1.3MB

Contents
Science, technology, engineering and mathematics – consultation on a strategy for education and training
Annex B - Draft National Stem Self-Evaluation and Improvement Framework

44 page PDF

1.3MB

Annex B - Draft National Stem Self-Evaluation and Improvement Framework

The aim of this framework is to:

1. Increase knowledge, understanding and awareness of STEM

2. Increase learners' understanding of opportunities for STEM careers

3. Tackle inequity in educational outcomes and promote equality in STEM areas

4. Provide a coherent framework for partnership working in relation to STEM.

Sustained continuous improvement

Starting the journey

Building on achievements

High quality outcomes and positive impact

Improvement planning

Staff, learners and other stakeholders are involved fully in development of improvement strategy that looks inwards, outwards and forwards and which sets challenging targets for improvement. Learners are put at the centre of this process.

A further improvement planning cycle is conducted in partnership with staff, learners and other stakeholders using the principles of inward, outward and forward. Learners are put at the centre of this process.

STEM has been included in the establishment of the improvement plan.

Improvement planning approaches in relation to STEM are well-embedded in the culture of the establishment are used in an
ongoing basis and engage with an increasing number of external partners. Learners are put at the centre of this process and have a strong voice in all developments.

STEM is an integral part of the cluster/Learning community improvement plan, including at points of transition.

Measuring performance

Baseline data is gathered to provide an accurate picture of existing provision, engagement and achievements in STEM.

Evidence is gathered and analysed to show improvements against baseline data and targets set by the establishment in the first cycle of improvement.

Evidence is gathered and analysed to show improvements against baseline data and targets set by the establishment in the second cycle of improvement. There is a demonstrable increase in engagement and achievements in STEM.

Sustained continuous improvement (continued...)

Starting the journey

Building on achievements

High quality outcomes and positive impact

Leadership

There is a named person identified to coordinate and lead the development of STEM within the establishment.

Leadership for STEM involves more than a single coordinator - management, staff, learners and other stakeholders take on shared leadership roles and collaborate effectively to drive further improvements across the establishment.

Leadership capabilities have been built effectively across the establishment and cluster. There is leadership for STEM at all levels including staff, parents, young people, and external community/business partners.

Staff professional learning

Staff confidence is enhanced through high quality career-long professional learning supporting further improvements in practice to STEM.

Staff have had the opportunity to engage with key STEM policies and documentation to build their understanding and confidence.

Staff have ongoing access to a high quality programme of career-long professional learning which supports collaborative and collegiate working. Staff increasingly engage with research in STEM and are encouraged to become enquiring practitioners in line with the GTCS professional standards.

There is a culture of professional learning, innovation and collaborative professional enquiry in the establishment. Staff take responsibility for their own professional learning and practice draws on a wide body of research and practice from other authorities and schools.

Staff share practice effectively through local, regional and national practitioner networks.

Staff engage with industry and further and higher education establishments to enhance learning and teaching in STEM areas as well as career opportunities in STEM.

Sustained continuous improvement (continued...)

Learning experiences

Learning in STEM areas is being delivered through an appropriate blend of approaches including through interdisciplinary learning.

Real life applications are used to provide relevant and engaging contexts for learning in STEM areas.

The principles of curriculum design are being reflected in learning and teaching within STEM and learning for sustainability issues are addressed within STEM subjects.

There is an establishment vision for the learning and teaching of STEM which builds on prior learning and ensures effective progression in learning and skills.

Interdisciplinary learning is well-planned and provides exciting contexts for learning in STEM. Learning and teaching is stimulating and innovative and fully engages learners.

Learning for Sustainability is embedded within the STEM curriculum. Learning and teaching in STEM is highly innovative and engaging and is supported by a range of external partners.

Careful planning across the cluster ensures effective progression in learning in STEM areas from 3-18. Transitions are well-planned and supported through the use of exciting STEM contexts.

Learners are highly motivated by their learning in STEM, including through well-planned and engaging interdisciplinary learning opportunities. These opportunities enable learners to make connections across STEM subjects and with other curriculum areas.

Learning for Sustainability is fully embedded within the STEM curriculum.

Skills and careers

Staff emphasise the importance of skills within their learning and teaching and link learning and skills development to STEM careers.

Skills, including higher order thinking skills, are developed in learners in a progressive way through careful planning and collaboration across the establishment.

Links are made to employability skills, and awareness of STEM careers.

Progression routes into STEM careers are supported through effective partnership working. Collaborative working across the cluster ensures that skills in relation to STEM are being developed in a coherent and progressive way. The skills being developed meet the needs of local partners, industry, further and higher education establishments and/or aspirations of learners.

Information about STEM careers and employability skills have been embedded within learning and teaching, as has the development of higher order thinking skills.

Sustained continuous improvement (continued...)

Equity, diversity and equality

STEM planning takes account of the needs of different learners and steps have been taken to promote equality in relation to gender and Additional Support Needs issues and to support learners from deprived communities or from different ethnic backgrounds.

Equity, diversity and equality issues are fully addressed through the improvement planning process and evidence is gathered to monitor and track engagement and achievement of individuals and groups of learners in STEM areas.

Innovative approaches have been used to secure continuous improvements in the engagement and achievement of all learners in relation to STEM.

The gathering of evidence demonstrates that all learners are being encouraged to achieve at the highest level and key national, local and school performance measures indicate educational outcomes for all learners are improving.

Partnerships

There is an emerging relationship with parents, local employers and STEM organisations to support STEM activities and promote STEM careers.

STEM achievements are celebrated.

Learners, parents, partners and the wider school community are involved in the planning of STEM activities.

Relationships with a range of employers and STEM partners continues to grow and flourish to undertake increasingly ambitious STEM activities and promote STEM careers.

STEM achievements are celebrated.

Engagement with a wide variety of parents, STEM partner organisations, industry and/or further and higher education institutions continues to flourish.

External partners provide opportunities for business and vocational links and career related learning.

STEM achievements are celebrated.


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