# data[].attributes.body
Padlets

Assessment in BGE Secondary Sciences (Glasgow 23.01.24): https://bit.ly/4dkyBTf

Reimaging BGE Science (ELC, Primary, ASN, Secondary) (Aberdeen 25.01.24): https://bit.ly/4dzi8ee

STEM Nation Expo (Cross-sector) (Glasgow 06.03.24): https://bit.ly/4drSGHx

Reimagining BGE Science (ELC, Primary, ASN, Secondary) (Stirling 14.03.24): https://bit.ly/4draFxu

Making Scotland’s Future event (Cross-sector) (Glasgow 18.03.24): https://bit.ly/3y2lypD

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I mentioned I'm running a Quizziz session soon that's open to anyone in Scotland. Feel free to sign up if you want to learn more about interactive quizzing and using AI to improve your quizzes.

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We had a lot of discussion about different digital tools, so I'll post a few links here in case anyone is interested. This contains videos on Curipod, Quizlet, Quizziz, Classkick and Carousel which are all great methods of gathering responses/ quizzing pupils.

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A really interesting chat about an area I'm very passionate about - explicit instruction/ teacher directed learning which I feel we are continuously shifting away from in favour of project-based learning with no evidence-base. I've attached some things that might be useful as I did my masters on retrieval-practice which we discussed at the table.

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Need to improve pathways for pupils who complete N4.

Issues around performativity affect the quality of experience for pupils.

Needs to be simpler fall back from N5 to N4

the N5 to H to AH pathway is seen as the 'norm'.

Chemistry contains a lot of abstract concepts for pupils who aren't developmentally ready for abstract concepts.

The Standard Grade style of assessment was better than what we currently have.

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I really enjoyed this, lots of advances in digital learning that I will try to implement.

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Our live panel discussion will enable teachers, technicians and representatives from the RSC to reflect on the survey findings. It will take place on the RSC YouTube, LinkedIn and Facebook channels on 27th Feb at 4.15pm - 5.15pm. No registration is required...just tune in one the day.

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Find out more about the science teaching survey results here

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About the survey

The Science Teaching Survey in the UK and Ireland examines the experiences of science teachers and technicians in secondary and further education. It covers staffing, professional development, well-being and the chemistry curriculum. We use the insights as evidence to influence government policy, support educators and assess our impact.

Our first survey in 2022 received over 3,700 responses from teachers, heads of department and technicians. You can read the survey findings and how we are responding to them on our website.

In 2023, the survey received 2,932 responses from across the UK's devolved nations and the Republic of Ireland, broken down as follows:

England: 2,401 (82%)

Scotland: 284 (10%)

Wales: 117 (4%)

Northern Ireland: 71 (2%)

Republic of Ireland: 59 (2%)

We want to understand how educators' experiences differ across the nations and where there are shared challenges. Throughout the survey, we included questions that were tailored to specific nations. For example, GCSEs are relevant to England, Wales and Northern Ireland. And, in Wales, the curriculum is undergoing reform so it was not appropriate to include questions about potential curriculum change.

The 2023 survey was led by the Royal Society of Chemistry and supported by the Institute of Physics (IOP) and the Royal Society of Biology (RSB).

# data[].attributes.attachment_link.title
The Science Teaching Survey 2023: a summary of the findings

# data[].attributes.attachment_link.description
Learn about the experiences and attitudes of science teachers and technicians along with actions we are taking to drive positive change in the education sector.

# data[].attributes.body
Here is the link to the research by Louise Archer at UCL which investigated the career aspirations of young people in England over a 13 year period.

# data[].attributes.attachment_link.readable_text
Longitudinal research project studying young people's science and career aspirations.

The ASPIRES research is currently in its third stage of funding, ASPIRES 3.

ASPIRES and ASPIRES 2 were first based at King's College London, moving to IOE in March 2017 during ASPIRES 2.

ASPIRES 3 is funded by the UKRI Economic and Social Research Council (grant number ES/S01599X/1) with additional support from our impact collaborators, including the Royal Society, the Royal Society of Chemistry and the Institute of Mechanical Engineers.

YouTube Widget Placeholder https://www.youtube.com/watch?time_continue=1&v=Ub7js7vVGFo

In 2019, Professor Louise Archer and her team were awarded the ESRC Celebrating Impact Panel's Choice prize for this research. More recently, in 2022, the research group was awarded the Royal Society Athena Prize.

Research aims

ASPIRES 3 aims to address the following questions, both generally and in relation to Science, Technology, Engineering and Mathematics (STEM):

How do 20 to 23 year olds make education and career choices, and how do they change, over time?

How do early aspirations and factors, at age 10 and 16, relate to later outcomes?

What factors relate most closely to different employment trajectories?

How are aspirations and outcomes shaped by gender, class and ethnic identities?

Who participates in formal and informal STEM learning at age 20-23, in what way, and what influences these patterns?

We will actively share our findings with a range of different audiences. Specifically policymakers, teachers and educators, STEM engagement professionals, students, and parents/families.

You can see the research aims and outcomes for ASPIRES and ASPIRES 2 in our project summary reports, listed below.

Background

Participation in Science, Technology, Engineering and Mathematics (STEM) is an international priority for government, industry and the science education policy and practice community. There is widespread concern that participation in STEM needs to be improved for reasons of both national economic competitiveness and social equity.

The first phase of the ASPIRES study tracked the development of young people's science and career aspirations from age 10 to 14 (from 2009 to 2013).

ASPIRES 2 continued to track young people until age 19, to understand the changing influences of the family, school, careers education and social identities and inequalities on young people's science and career aspirations.

The third stage of the research, ASPIRES 3, will continue to track the young people as they move into adulthood and employment, from age 20 to 23.

Phase one: ASPIRES

The first ASPIRES study tracked the development of young people's science and career aspirations from age 10 to 14 (from 2009-2013).

We found that most young people, from primary through to secondary school, find school science interesting. However, interest in science does not translate into post-16 participation and careers - with only 15% of 10 to 14 year-olds interested in becoming a scientist.

Full findings:

Phase two: ASPIRES 2

ASPIRES 2 continued to track young people until age 19 to understand the changing influences of the family, school, careers education and social identities and inequalities on young people's science and career aspirations.

Crucially, this research related these aspirations to students' attainment in national examinations and their post-16 and post-18 choices. This tracking of young people's aspirations and educational outcomes until age 19 comprises a crucial link in our longitudinal study, and has had a strong bearing on educational policy and practice.

Full findings:

Phase three: ASPIRES 3

Building on our previous research, we are continuing to track our young people in order to understand the changing influences of the family, school, careers education and social identities and inequalities on young people's science and career aspirations.

Methodology

The ASPIRES research has created a unique dataset, which tracks the development of young people's science and career aspirations from age 10 to 23. The project follows the same cohort of students from our first study.

Quantitative and qualitative data

The study uses both quantitative and qualitative data, which includes:

Large-scale student surveys collecting data from a nationally representative sample of students (approximately 7,000-14,000)
We have gathered data from our cohort of students in Year 6, Year 8, Year 9, Year 11 and Year 13 via surveys. Our two most recent surveys, from when the students were in Year 11 and Year 13. The Year 11 survey was distributed online from September to December 2014, administered by the National Foundation for Education Research (NFER). It was completed by over 13,445 students recruited from 340 secondary schools in England (296 state schools and 44 independent). Our most recent survey took place whilst the student were in Year 13, and was live from October 2016 to February 2017. The survey, administered by EdComs, collected data from over 7,000 students studying in sixth forms and higher education institutions around the country' from students in Year 13 (age 17/18).

We are currently planning to release the next survey to be distributed online to 21 and 22 year-olds later in 2020.

Interviews with approximately 80 pupils and approximately 60 of their parents (all tracked from Years 6-13, age 10-19)

ASPIRES 3 will interview our cohort of young people and their parents in Summer 2020 and Autumn 2020 respectively. These interviews will take at least an hour each and will be conducted by members of the research team. This will establish a qualitative data set which spans thirteen years of individuals' aspirations, experiences and influences.

All project data will be made available via the UK Data Service at the end of the project. For more information about our data or data storage policy please please email us at aspires@ucl.ac.uk

Over the duration of our research, we've made considerable discoveries relating to English young people's views on science, STEM and careers. Our key findings are summarised here and full reports for each completed phase of the research are available for download:

Additionally, there are full lists of all the ASPIRES research policy reports and academic publications available.

Students with low Science Capital are unlikely to see science as 'for me'

In the first phase of our project, we introduced the term Science Capital to refer to someone's science-related qualifications, understanding, knowledge (about science and 'how it works'), interest and social contacts (e.g. knowing someone who works in a science-related job).

You can find more information about Science Capital using the links below:

Enjoyment of science doesn't translate into science aspirations

Students consistently agree that science is interesting, important and that scientist do valuable work across our study but this doesn't translate into science career aspirations.

Current careers education is patterned by existing social inequalities

The stratification of science at Key Stage 4 may be contributing to the STEM skills gap

Girls pursuing the physical sciences post-16 are exceptional

Read our blog posts summarising our findings on the subject of girls, or femininity, and science:

Young people's career aspirations are relatively unchanged over time

Survey data from over 40,000 students aged 10-18 was used to produce this summary of young people's career aspirations by age. It shows statistically consistent percentages of young people agreeing that they would consider a career in different industries at ages 10/11, 12/13, 13/14, 15/16, and 17/18.

Note: *The data from students aged 17/18 is weighted to national A Level science entries.

Read a text-only version of the infographic.

We have a number of resources translated into other languages. Please get in touch to request a digital copy or if you'd like to discuss translating any of our material. Email: ioe.stemparticipationsocialjustice@ucl.ac.uk

Advisory group and collaborations

The ASPIRES research is informed by our Advisory Group. This group is formed of individuals from sectors we hope our research can impact such as education policy, schools and teaching, informal science learning, and STEM engagement.

The ASPIRES 3 project is also supported by a number of impact collaborations which aim to focus in on specific elements of our research. These collaborators include the Royal Society, the Institute of Mechanical Engineers, the Royal Society of Chemistry and the Institute of Physics.

ASPIRES 3 reports

Summary reports and resources Publications ASPIRES Blog

UCL facilities

UCL locations

Connect with UCL

# data[].attributes.attachment_link.description
Longitudinal research project studying young people's science and career aspirations.

# data[].attributes.body
Our live panel discussion will enable teachers, technicians and representatives from the RSC to reflect on the survey findings. It will take place on the RSC YouTube, LinkedIn and Facebook channels on 27th Feb at 4.15pm - 5.15pm. No registration is required...just tune in one the day.

# data[].attributes.body
Find out more about the science teaching survey results here

# data[].attributes.attachment_link.readable_text
About the survey

The Science Teaching Survey in the UK and Ireland examines the experiences of science teachers and technicians in secondary and further education. It covers staffing, professional development, well-being and the chemistry curriculum. We use the insights as evidence to influence government policy, support educators and assess our impact.

Our first survey in 2022 received over 3,700 responses from teachers, heads of department and technicians. You can read the survey findings and how we are responding to them on our website.

In 2023, the survey received 2,932 responses from across the UK's devolved nations and the Republic of Ireland, broken down as follows:

England: 2,401 (82%)

Scotland: 284 (10%)

Wales: 117 (4%)

Northern Ireland: 71 (2%)

Republic of Ireland: 59 (2%)

We want to understand how educators' experiences differ across the nations and where there are shared challenges. Throughout the survey, we included questions that were tailored to specific nations. For example, GCSEs are relevant to England, Wales and Northern Ireland. And, in Wales, the curriculum is undergoing reform so it was not appropriate to include questions about potential curriculum change.

The 2023 survey was led by the Royal Society of Chemistry and supported by the Institute of Physics (IOP) and the Royal Society of Biology (RSB).

# data[].attributes.attachment_link.title
The Science Teaching Survey 2023: a summary of the findings

# data[].attributes.attachment_link.description
Learn about the experiences and attitudes of science teachers and technicians along with actions we are taking to drive positive change in the education sector.

# data[].attributes.body
Here is the link to the research by Louise Archer at UCL which investigated the career aspirations of young people in England over a 13 year period.

# data[].attributes.attachment_link.readable_text
Longitudinal research project studying young people's science and career aspirations.

The ASPIRES research is currently in its third stage of funding, ASPIRES 3.

ASPIRES and ASPIRES 2 were first based at King's College London, moving to IOE in March 2017 during ASPIRES 2.

ASPIRES 3 is funded by the UKRI Economic and Social Research Council (grant number ES/S01599X/1) with additional support from our impact collaborators, including the Royal Society, the Royal Society of Chemistry and the Institute of Mechanical Engineers.

YouTube Widget Placeholder https://www.youtube.com/watch?time_continue=1&v=Ub7js7vVGFo

In 2019, Professor Louise Archer and her team were awarded the ESRC Celebrating Impact Panel's Choice prize for this research. More recently, in 2022, the research group was awarded the Royal Society Athena Prize.

Research aims

ASPIRES 3 aims to address the following questions, both generally and in relation to Science, Technology, Engineering and Mathematics (STEM):

How do 20 to 23 year olds make education and career choices, and how do they change, over time?

How do early aspirations and factors, at age 10 and 16, relate to later outcomes?

What factors relate most closely to different employment trajectories?

How are aspirations and outcomes shaped by gender, class and ethnic identities?

Who participates in formal and informal STEM learning at age 20-23, in what way, and what influences these patterns?

We will actively share our findings with a range of different audiences. Specifically policymakers, teachers and educators, STEM engagement professionals, students, and parents/families.

You can see the research aims and outcomes for ASPIRES and ASPIRES 2 in our project summary reports, listed below.

Background

Participation in Science, Technology, Engineering and Mathematics (STEM) is an international priority for government, industry and the science education policy and practice community. There is widespread concern that participation in STEM needs to be improved for reasons of both national economic competitiveness and social equity.

The first phase of the ASPIRES study tracked the development of young people's science and career aspirations from age 10 to 14 (from 2009 to 2013).

ASPIRES 2 continued to track young people until age 19, to understand the changing influences of the family, school, careers education and social identities and inequalities on young people's science and career aspirations.

The third stage of the research, ASPIRES 3, will continue to track the young people as they move into adulthood and employment, from age 20 to 23.

Phase one: ASPIRES

The first ASPIRES study tracked the development of young people's science and career aspirations from age 10 to 14 (from 2009-2013).

We found that most young people, from primary through to secondary school, find school science interesting. However, interest in science does not translate into post-16 participation and careers - with only 15% of 10 to 14 year-olds interested in becoming a scientist.

Full findings:

Phase two: ASPIRES 2

ASPIRES 2 continued to track young people until age 19 to understand the changing influences of the family, school, careers education and social identities and inequalities on young people's science and career aspirations.

Crucially, this research related these aspirations to students' attainment in national examinations and their post-16 and post-18 choices. This tracking of young people's aspirations and educational outcomes until age 19 comprises a crucial link in our longitudinal study, and has had a strong bearing on educational policy and practice.

Full findings:

Phase three: ASPIRES 3

Building on our previous research, we are continuing to track our young people in order to understand the changing influences of the family, school, careers education and social identities and inequalities on young people's science and career aspirations.

Methodology

The ASPIRES research has created a unique dataset, which tracks the development of young people's science and career aspirations from age 10 to 23. The project follows the same cohort of students from our first study.

Quantitative and qualitative data

The study uses both quantitative and qualitative data, which includes:

Large-scale student surveys collecting data from a nationally representative sample of students (approximately 7,000-14,000)
We have gathered data from our cohort of students in Year 6, Year 8, Year 9, Year 11 and Year 13 via surveys. Our two most recent surveys, from when the students were in Year 11 and Year 13. The Year 11 survey was distributed online from September to December 2014, administered by the National Foundation for Education Research (NFER). It was completed by over 13,445 students recruited from 340 secondary schools in England (296 state schools and 44 independent). Our most recent survey took place whilst the student were in Year 13, and was live from October 2016 to February 2017. The survey, administered by EdComs, collected data from over 7,000 students studying in sixth forms and higher education institutions around the country' from students in Year 13 (age 17/18).

We are currently planning to release the next survey to be distributed online to 21 and 22 year-olds later in 2020.

Interviews with approximately 80 pupils and approximately 60 of their parents (all tracked from Years 6-13, age 10-19)

ASPIRES 3 will interview our cohort of young people and their parents in Summer 2020 and Autumn 2020 respectively. These interviews will take at least an hour each and will be conducted by members of the research team. This will establish a qualitative data set which spans thirteen years of individuals' aspirations, experiences and influences.

All project data will be made available via the UK Data Service at the end of the project. For more information about our data or data storage policy please please email us at aspires@ucl.ac.uk

Over the duration of our research, we've made considerable discoveries relating to English young people's views on science, STEM and careers. Our key findings are summarised here and full reports for each completed phase of the research are available for download:

Additionally, there are full lists of all the ASPIRES research policy reports and academic publications available.

Students with low Science Capital are unlikely to see science as 'for me'

In the first phase of our project, we introduced the term Science Capital to refer to someone's science-related qualifications, understanding, knowledge (about science and 'how it works'), interest and social contacts (e.g. knowing someone who works in a science-related job).

You can find more information about Science Capital using the links below:

Enjoyment of science doesn't translate into science aspirations

Students consistently agree that science is interesting, important and that scientist do valuable work across our study but this doesn't translate into science career aspirations.

Current careers education is patterned by existing social inequalities

The stratification of science at Key Stage 4 may be contributing to the STEM skills gap

Girls pursuing the physical sciences post-16 are exceptional

Read our blog posts summarising our findings on the subject of girls, or femininity, and science:

Young people's career aspirations are relatively unchanged over time

Survey data from over 40,000 students aged 10-18 was used to produce this summary of young people's career aspirations by age. It shows statistically consistent percentages of young people agreeing that they would consider a career in different industries at ages 10/11, 12/13, 13/14, 15/16, and 17/18.

Note: *The data from students aged 17/18 is weighted to national A Level science entries.

Read a text-only version of the infographic.

We have a number of resources translated into other languages. Please get in touch to request a digital copy or if you'd like to discuss translating any of our material. Email: ioe.stemparticipationsocialjustice@ucl.ac.uk

Advisory group and collaborations

The ASPIRES research is informed by our Advisory Group. This group is formed of individuals from sectors we hope our research can impact such as education policy, schools and teaching, informal science learning, and STEM engagement.

The ASPIRES 3 project is also supported by a number of impact collaborations which aim to focus in on specific elements of our research. These collaborators include the Royal Society, the Institute of Mechanical Engineers, the Royal Society of Chemistry and the Institute of Physics.

ASPIRES 3 reports

Summary reports and resources Publications ASPIRES Blog

UCL facilities

UCL locations

Connect with UCL

# data[].attributes.attachment_link.description
Longitudinal research project studying young people's science and career aspirations.

# data[].attributes.body
It would be great to share a guide to the range of alternative courses available. There are so many NPAs and although they are allegedly at a particular level, it is not clear who would be the target audience for each course, what are the benefits and what are the challenges in delivery.

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Getting learners to identify next steps based on tracking report and also encouraging them to reflect on what they need to do to progress / achieve level 4 by the end of S3 then progress to N5 in S4 a great idea. 

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Getting learners to identify next steps based on tracking report and also encouraging them to reflect on what they need to do to progress / achieve level 4 by the end of S3 then progress to N5 in S4 a great idea. 

# data[].attributes.headline
Great conversation about what the evidence says. Useful to have these discussions/presentations as something to point to when advocating for a better evidence base in our schools.

# data[].attributes.subject
Great conversation about what the evidence says. Useful to have these discussions/presentations as something to point to when advocating for a better evidence base in our schools.

# data[].attributes.body
Finding out about single year delivery in house model. Could be a game changer for alternative routes into the working market.

# data[].attributes.body
Nice to get some research backed information about how we should be helping our pupils to achieve/learn. Hope for future policy in this area of ideals

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Consistency an issue of how much time different schools have for senior phase classes. Interesting to hear how S3 can be used to help prepare learners for NQ’s e.g. mock assignments

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Consistency an issue of how much time different schools have for senior phase classes. Interesting to hear how S3 can be used to help prepare learners for NQ’s e.g. mock assignments

# data[].attributes.body
I found this presentation really interesting and would like to see something similar be implemented in secondary schools in my authority. I think it is a really good way to track meta-skills too.

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Chemistry table discussion

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Some great ideas to integrate science in IDL and think about how we apply learning to real-life  situations. 

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Some great ideas to integrate science in IDL and think about how we apply learning to real-life  situations. 

# data[].attributes.headline
Informative presentation about FA and raising attainment, closing attainment and gender gap. 

# data[].attributes.subject
Informative presentation about FA and raising attainment, closing attainment and gender gap. 

# data[].attributes.body
Discussion of issues with multi level teaching, alternative courses at N5/L5 and below, ideas for delivery of applied science, energy, environment science, labskills etc. Discussion of provision and reinstallment of assignments. Looking at trying to meet the pupils needs in imaginative ways

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Liked that this was formalised across the school. Definitely taking this back to share.

# data[].attributes.body
Great discussion around how FA can be delivered in one year and the benefits to young people.

Curriculum options with young people at the centre.

# data[].attributes.attachment_link.title
Lesson Observation template (science) 2023

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Linking sheets task (hexagons and use their knowledge from one topic to another)

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Linking sheets task (hexagons and use their knowledge from one topic to another)

# data[].attributes.headline
Achieve on Glow. Great resource to help borderline students.

# data[].attributes.subject
Achieve on Glow. Great resource to help borderline students.

# data[].attributes.headline
Help students to structure their revision

# data[].attributes.subject
Help students to structure their revision

# data[].attributes.body
Have resources accessible on Teams

# data[].attributes.headline
Work on literacy skills using past paper questions.

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Work on literacy skills using past paper questions.

# data[].attributes.headline
Digital devices- digital resources can be reused easily once they are made

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Digital devices- digital resources can be reused easily once they are made

# data[].attributes.headline
Digital resources- not all learners bring their devices.

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Digital resources- not all learners bring their devices.

# data[].attributes.body
Questions

-Higher - targeted support in higher classes. Meet with teacher 1/month. Track attendance.

-N5 - resource with all PS skills and guide to how to answer these. Stickers to motivate. Chris Johnston.

-Post assessment evaluation carried out by pupils followed by learner conversations

-Barriers include time (& energy), the increased range of pupils in terms of reading, writing, speaking etc., resistance to change by colleagues, constant reforms

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Targeted extraction following pupils during personal development and Core time - One Note sessions. HA and borderline - double-periods.

Use of One Note to store all the resources - exam Qs, answers, spec points, Mr Mitchell video, Quizlet assessment.

Email home when below 50% and encouragement to attend support study.

Building confidence in sessions following lower prelim performance.

The word "prelim" generates interest and engagement with parents!

Trust between pupils/teachers/parents important in raising attainment.

Basic numeracy is weak

Every second week, 1 lesson is Problem Solving / Numeracy / Investigations

Different teacher for problem solving period: 3 periods content, 1 period PS in S3

Numeracy study support - lots of calculations, then relate to exam Qs

Booklets of content mixed with exam questions

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Web-based "Progress" used in West Lothian - automatically generates spreadsheets

Range of programmes used to measure progress across the country - large variety in usefulness of these!

Climate Smarter - Lego Spike kits

Wider opportunities to improve engagement - leader of learning/co-leaders within each strand of Improvement Plan. Feeding back during DMs

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Formatively assessing a summative assessment

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Formatively assessing a summative assessment

# data[].attributes.body
Here is the PowerPoint I used when going over this with my QAMSO group. If you have any questions you can get me on gw18gilmourmrc@glow.sch.uk

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We discussed how important it is to get pupils 'through the door' into the science department. It can be difficult to engage staff in this process if they are reluctant to participate in additional activities. The importance of support from SLT is paramount.

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I think it's important to run clubs you are passionate about regardless of the topic. I like the idea of then using the time with the pupils to then link to STEM and get them interested.

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This could give progression opportunities for nat 5 sfw courses

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This could give progression opportunities for nat 5 sfw courses

# data[].attributes.body
Really interested to learn more about the Powering Futures. It was so interesting to hear about it.

# data[].attributes.body
Could this be part of the solution to attendance issues?

# data[].attributes.body
Fruit lollies-the pupils do it all themselves. Importance of pupils having ownership of the learning

# data[].attributes.body
we were impressed by the large number of pupils at Holyrood and collating/analysing such a large sample size. Identifying pupils who are struggling early is key to raising attainment.

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Liked the tracking system where you can view pupil progress across all subject areas.

# data[].attributes.subject
Liked the tracking system where you can view pupil progress across all subject areas.

# data[].attributes.body
Tracking is difficult without high quality assessment information across the secondary phase. Historically there has been reluctance to collect summativr assessment data from BGE that makes tracking difficlut. Levels are too broad.

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The paperwork shared is useful, displaying the success criteria and how they will be assessed.

# data[].attributes.headline
Sserc grant used to get consistent topics across cluster primary schools. This means that when arriving at high school, they have all covered the same topics in primary school.

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Sserc grant used to get consistent topics across cluster primary schools. This means that when arriving at high school, they have all covered the same topics in primary school.

# data[].attributes.headline
Liked the idea of the p7 profile to bring up to high school

# data[].attributes.subject
Liked the idea of the p7 profile to bring up to high school

# data[].attributes.body
What does raising attainment mean to us?  BGE

Improved tracking and monitoring and moving learning forward

Getting the right pupils into the right courses, ensuring pathways are right for pupils and what each subject is about.

Broad assessment, knowing pupil progress and planning interventions to evaluate effectiveness.

Skills focus

What does raising attainment mean to us?  Senior Phase

Ensuring pupils are able to progress onto positive destinations post secondary school.

Broader pathways in SP.  Highlight where skills are utilised in "real world" that are built in schools.  Links with partners to give experiences outside schools.

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Engagement in sciences

Skills development

Progression - effective from primary

Ensuring context and careers awareness is embedded

Real life practical skills

# data[].attributes.body
Pupils to be able to manage the outcomes and carry them on.

Levels vary coming in from primary, so skills need developed.

Literacy and numeracy focus.

Developing learners to prepare for senior phase examinations.

Knowledge & Skills assessed.

Big drive on alternative courses to raise attainment of all. Important to try to link this with BGE so they know the options available for them.

Staffing is a major concern for raising attainment- some AH courses are being sacrificed for alternative courses- what is that doing for our top 20%?

Meeting the needs of all is impacted by staffing issues too. How can e raise attainment of our pupils when we don't have the staffing support?

Starting top down to tailor our BGE courses- ensure they meet the standard for senior phase courses.

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BGE:

Vocab and numeracy skills (Maths for Science in S3 Maths)

Courses and materials

Assessment materials

Practical work and a good understanding of investigative skills

Exposure across all Sciences

High quality teaching and learning - knowing pupils, chunked learning, understanding their current level, checks for understanding, modelling, visible learning, retrieval

High levels of differentiation

# data[].attributes.body
I have attached examples of cross-establishment moderation from each of the sciences. You can see that they are looking at the inputs to the assessment, not just the outcome.

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Moderation cross the authority might help judge attainment and help track it better.

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Moderation cross the authority might help judge attainment and help track it better.

# data[].attributes.headline
How do we get a national standard during the BGE? This can make it difficult to track attainment, even with the benchmarks.

# data[].attributes.subject
How do we get a national standard during the BGE? This can make it difficult to track attainment, even with the benchmarks.

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Use our Powering Futures Challenge SCQF level 6 award to deliver outstanding results for your learners and school.

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About Micro-Tyco

Micro-Tyco is a leading global entrepreneurship competition which challenges young people to work together and develop innovative solutions to address The United Nations Sustainable Development Goals.

This challenge asks young people to identify an issue, aligned with the Sustainable Development Goals, that is important to them, their school or their local community. Schools are provided with a scaffolded slide deck, and have 30 days to choose, develop and address their chosen issue. Top performing teams are invited to pitch their ideas to a global judging panel, where they receive expert feedback from leading global brands.

By working in collaboration with our corporate partners, young people are provided with the inspiration to build their idea, the knowledge to guide it, and the networks to amplify it. The experience of participating helps young people to develop an innovative, entrepreneurial mindset, regardless of their background.

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In November 2023, your school is invited to join our global network of empowered young people during our COP28 Global Youth Summit.

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Each table to post the record of their discussion, reflections and ideas below - click the + sign to add post

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Each table to post the record of their discussion, reflections and ideas below - click the + sign to add post

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Comments, suggestions, thoughts, questions, reflections are welcome. Please click + to add post.

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Comments, suggestions, thoughts, questions, reflections are welcome. Please click + to add post.

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Comments, suggestions, thoughts, questions, reflections are welcome. Please click + to add post.

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Comments, suggestions, thoughts, questions, reflections are welcome. Please click + to add post.

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Comments, suggestions, thoughts, questions, reflections are welcome. Please click + to add post.

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Comments, suggestions, thoughts, questions, reflections are welcome. Please click + to add post.