STEM news

The third project in the Royal Society's 'state of the nation' series focuses on the early years of formal education, from the start of primary school to the point at which in their early secondary education children will already have been given a first opportunity to make GCSE or equivalent subject choices.

• to provide a summary of the quantitative information that is available on attainment and the workforce in respect of 5-14 science and mathematics education across the UK;
• to explain the factors considered to have been influential in producing any observed trends;
• to make recommendations to policy makers on specific actions to improve 5-14 science and mathematics education in the UK.

A summary of the key issues in 5-11 science and mathematics education, Primary science and mathematics education: getting the basics right, is published alongside this report.

Report Summary:

Attainment trends in science and mathematics among 5-14 year olds in schools across the UK

Key Stage attainment trend data across England, Northern Ireland and Wales generally show pupils achieving comparatively well in science and mathematics. However, the overall trends hide the performance of different ethnic groups and pupils of differing socioeconomic status. These gaps in performance are seen at GCSE and beyond, indicating that their likely future enjoyment of, achievement and progression in these subjects is strongly influenced by their primary school experiences of these subjects.

Science and mathematics 'specialists' within the 5-14 teaching workforce

A great deal of attention has been given to the achievement of national targets and this may camouflage the concern that, as reports across the UK have attested, many teachers simply lack confidence in teaching science and mathematics. The extent to which the hopes and expectations of any curriculum may be met depends on the quality of the teaching workforce.

From the evidence that is available, there appear to be few professionals in the primary sector who have specialist training in science and mathematics subjects, reflecting the shortages seen in the secondary sector (Royal Society 2007). It is important to monitor more closely the variety of subject expertise among teachers teaching at both these phases.

Subject-specific continuing professional development (CPD) for teachers of primary and early secondary science and mathematics

The increasing focus on providing high-quality CPD, and the recognition that, like medical practitioners, teachers must be obliged to continually update and develop their subject knowledge and pedagogical skills, is very welcome and must be sustained. It is clear, though, that while many new initiatives are happening, little is being done to coordinate these, and inadequate attention is being paid to the needs of primary teachers.

Factors affecting attainment in 5-14 science and mathematics

It is clear that a wide range of factors relating to the individual characteristics of children, their experience within the classroom and outside the school can affect their attainment and attitudes to science and mathematics.

Children's conceptual development is best served by ensuring that the teaching methods and activities provided are sensitive to students' understandings and interests. These should include dialogue and discussion, group work, opportunities to manipulate real objects and for informal learning, through membership of science and mathematics clubs, and visits to science centres and museums.

The most recent international study of science and mathematics provides some evidence of more positive attitudes being associated with higher average achievement, in contrast with some earlier studies. There is particular concern about the large drop for pupils aged 11-14, when most pupils have transferred to secondary school.

Primary-secondary transfer in science and mathematics

Schools deal well with the pastoral aspects of primary- secondary transfer and the majority of pupils settle quickly into their new schools. Typically, the academic aspects of transfer are addressed less effectively. Many schools fail to take account and advantage of pupils' prior learning in mathematics and science which may lead to children suffering low teacher expectation and/or excessive repetition of previous work.

Planning for continuity and progression in mathematics and science should include a consideration of curriculum, pedagogy, assessment and attainment. It is particularly important that teachers in the secondary school be familiar with the standards of work achieved by pupils in their primary schools.

'State of the Nation' report on 5-14 science and maths education (opens a new browser window)