Lord Broers summarises his findings

Effective science teaching in schools is essential, both for ensuring a satisfactory degree of scientific literacy in society at large, and for equipping the next generation of scientists and engineers to progress into higher education and beyond.

However, there is no consensus on what effective science teaching looks like, nor on how it can best be achieved — as illustrated by the recent impassioned debate over the new GCSE science syllabus. Nonetheless, the consequences of inaction could be dire. As the new SCORE science partnership warned, ‘the next generation of scientists could be lost if urgent, concerted action is not taken’(1). 

The House of Lords Select Committee therefore agreed that this would be an appropriate time to conduct a follow-up inquiry to our earlier report, Science in Schools. In particular, we were keen to show how the examination system could be improved and how science teaching could be enhanced and enriched, thus encouraging more students to opt for the sciences and mathematics. We also wanted to consider the recruitment and retention of teachers.

Syllabus and careers

In the course of our inquiry, we found good evidence that students were opting for ‘easier’ A-levels over the sciences and mathematics. This problem was compounded by the fact that students were being forced to study an excessively narrow range of subjects at too early an age. We concluded that a broader-based syllabus for post-16 students would result in students receiving a more rounded education, ensuring that they would not be forced to over-specialise before seeing the merits of pursuing science and mathematics beyond GCSE. Accordingly, we called on the government both to revisit Sir Mike Tomlinson’s proposals for a broader system of diplomas and also to consider the increasingly popular International Baccalaureate.

We were also deeply concerned about the poor quality of careers advice being offered to students, which was having an adverse impact on the numbers opting for science and mathematics A-levels. The Connexions Service had proved incapable of fulfilling the needs of high achievers and careers advisers overwhelmingly had humanities backgrounds which often made them ill-suited to advise on STEM careers. We urged the government to take decisive action in this area, at the very least by honouring their pledge of support to the proposed ‘Careers from Science’ website.

Teaching methods

Turning to the way in which science and mathematics are taught, we were concerned about the increased incidence of ‘teaching to the test’, whereby the nature of the national curriculum tests and the pressure for students to score well were pushing teachers into narrow and uninspiring teaching methods. We therefore called on the government to alter the current testing regime so that the tests assessed a much broader range of skills, thus allowing teachers greater flexibility to inspire students in the classroom.

We also urged the government to take prompt action to secure the future of practical science in schools. In particular, we favoured a central website on practical science to help address health and safety fears. We also recommended the introduction of a proper career structure and improved pay for school science technicians, who continue to be undervalued in spite of the crucial role they play.

Recruiting more teachers

Effective science and mathematics teaching is impossible without suitably qualified and inspiring teachers. Unfortunately, there is a serious shortage of specialist physics and chemistry teachers. We concluded that this issue could only be tackled effectively if schools were given more freedom to offer significantly higher salaries to candidates with specialist qualifications in these subjects: market forces cannot be ignored.

We also called for the government to offer longer-term incentives to science and mathematics teachers, by reducing the size of the golden hellos and offering to write off student debts in return for four or five years’ service. Finally, we called for a better-paid and faster route for those people with substantial expertise of science or mathematics in industry to gain qualified teacher status.

Subject-specific continuing professional development (CPD) is essential for science teachers in particular, because the subject is constantly evolving. We therefore recommended that the government make it compulsory for teachers to undergo a certain amount of subject-specific CPD each year. We also called for additional ring-fenced money to be allocated to schools in order to cover the cost of supply teachers standing in for staff on external CPD courses.

Constructive blueprint

Ultimately, we felt that the government were approaching the problems facing science and mathematics teaching with admirable determination. However, there remain many challenges and our report provides the government with a constructive blueprint for the future of science and mathematics in schools over the coming years.

Reference
1.  See the Royal Society news release. The full report is available here.

Professor the Lord Broers is Chairman of the House of Lords Select Committee on Science and Technology