Previous Projects

This NEF study has examined the positioning of the Further Education Colleges' science skill supply in England, and their state of readiness and ability to respond and prepare for current and future labour market needs. It has highlighted market failures in both the supply and demand of intermediate level skills (level 3 and 4 in science). It calls for fresh thinking that achieves behavioural change in both the approach to funding the sector, and the way in which the sector develops and delivers it post-16 STEM offer. Policy recommendations are made to government and its agencies and to FE colleges.

This programme, which is being undertaken by Professor Alan Smithers and Dr Pamela Robinson at the University of Buckingham is a practical study to understand current trends in physics participation in schools and universities internationally. The ultimate aim of the study is to learn from overseas experiences and to support UK policymakers to reverse the 20-year decline in physics take-up.

The Oxford Materials Science Programme aims to raise public awareness of Materials Science as a scientific discipline by providing information about academic and industrial applications of the subject and the many career opportunities it presents. This is done through creating resources for schools, providing professional development and initial teacher training courses and developing residential courses and masterclasses for pupils.

In October 2007 the government made a surprise announcement that it intended to introduce a new Diploma in science. In response to this, Gatsby made a grant to SCORE to survey the views of key stakeholders and prepare a position statement on the new Diploma. This statement is available on the SCORE website.

This programme, based at Manchester Metropolitan University, explores a way of teaching mathematics using realistic situations based on an approach to teaching called Realistic Mathematics Education (RME), generated in the Netherlands over the last 30 years. The programme uses a set of resources called Mathematics in Context (MiC) developed through collaboration between the Freudenthal Institute and the University of Wisconsin.

PSEP, based at the Chemical Industry Education Centre at the University of York, combines context-led and investigative approaches to the teaching of science and helps children to explore their understanding of the concepts involved. PSEP aims to: improve children's skills in planning and carrying out investigation; increase understanding of manufacturing industry and the applications of science; and enhance science teaching skills.

This programme aimed to improve the quality of teaching and pupil examination results in mathematics, science and design and technology through partnership and independent working between groups or 'Academies' of schools with the strongest departments supporting the weaker ones. The Academies typically consisted of a cluster of six schools.

This innovative project aimed to enhance the quality of technical support available in schools and colleges by providing vocational qualifications and a career development path for science and technology technicians. New vocational qualifications for laboratory and associated technicians have been developed and a virtual national centre (techcen.org.uk) has been developed to enable all technicians to register for these qualifications regardless of location. Assessment of the qualifications is managed through a combination of a web-based portfolio and contact with a regionally based mentor/assessor.

The GTF scheme identified teachers of mathematics, science and design & technology who could make a significant contribution to the effective and inspirational teaching of their subject. Up to 12 fellowships were awarded each year and provided an honorarium and support funding to allow the Fellow to carry out curriculum development, and where appropriate, gain further professional qualifications.

The 17-month TAM professional development course provides a route by which non-specialists who are currently teaching mathematics can improve their knowledge of the subject and its pedagogy, to the point where they can teach AS-and A-level. The GTEP-supported programme was run jointly by Mathematics in Education and Industry and 4 universities. Different models of delivery were piloted, including distance learning, joint training days and observed classroom practice with feedback.

INSTEP aims to improve the quality of science teaching in partnership schools and the quality of newly trained science teachers by enhancing learning opportunities through two-way interactive video systems and webcams and utilising broadband technology. It also uses this new resource to augment Continuing Professional Development (CPD) activities in the participating schools and to develop greater involvement of parents and governors in the science education activities of their schools and, through contact with university scientists, in science more generally.

The aim of this nationally acclaimed programme is to enhance good practice in design and technology in secondary schools departments particularly by encouraging and enabling young people to be creative. The programme has identified: the conditions in which design and technology teaching thrives in secondary schools, key features of effective design and technology departments in secondary schools and the nature of teaching strategies which motivate young learners in design and technology department.

The aim of the Schools Programme is to improve the teaching of mathematics, science and technology for schools in the Cambridge region. The project mobilises the wealth of mathematical, scientific and engineering resources in the University of Cambridge to provide support for schools and teachers through associateships and bursaries.

This project devised an enhanced PGCE programme to attract candidates of the highest calibre to become mathematics teachers. A programme of continuing professional development was developed, running seamlessly through initial training, induction and the early years of teaching. The aim was to create elite cohorts of teachers of mathematics who could take a lead in developing high quality provision and who would progress swiftly to become subject leaders. Over five years, 180 students and their mentors completed training, with 24 achieving a Masters degree.

The programme has developed and implemented a model of individualised education to sustain commitment, motivation and challenge in the early years of teaching. This programme ensures that new teachers make good progress and become very effective team members through explicit individual assistance in the completion of: the induction process, accelerated threshold assessment, higher degree accreditation and a professional development portfolio which lays the foundations for Advanced Skills Teacher status.

The Institute of Education, University of London, which is directing the LMC has developed a collaborative model of CPD that: strengthens subject leadership in secondary schools, updates and improves the subject knowledge of teachers, creates a body of mathematics teachers with a high level of confidence in and enthusiasm for their subject. The 10-day programme provides a balance between six face-to-face tutored days and four days spent in mentored school-based investigations.

Teach First is a charitable education-business partnership that transforms exceptional graduates into inspirational teachers, placing them into challenging London secondary schools. GTEP’s support allowed the programme to put in place measures to improve the retention of science, maths and design and technology teachers in these schools. These interventions included the development of a new Education Major as part of the leadership training and conferences and awards focussing on best practice in schools.

This programme developed accessible mathematics support on-disk and on-line to students at the transition from GCSE to A-level study and to further and higher education in science, mathematics and engineering. The core element of the resource is the video tutorial, in which experienced mathematicians teach key topics to camera. Diagnostic tests, extended text expositions and interactive exercises link with the tutorials, and extension materials include animations, and filmed actuality of mathematical applications.

The Further Mathematics Network, run by Mathematics in Education and Industry (MEI) employed a combination of distance learning and face-to-face tutorials to deliver AS- and A-Level Further Mathematics to students who would not be able to access tuition within their own school or college. After five years of GTEP support, the government agreed to provide £11M to fund a national roll-out of the programme. This highly successful programme has been largely responsible for the considerable rise in the numbers studying Further Mathematics.

The aim of this pilot programme was to support apprenticeships in engineering for those aged 25+. Opportunities were provided for unskilled adult workers to undertake skills training leading to national recognition at craft and technician level within employment. There were various skill entry levels to prove the value across the breadth of the skills agenda. Experience gained through the pilot informed companies of the value of investing in adult apprenticeships to meet skills needs and influenced government policy making.

The Mathematical Association (MA) undertook research to identify the key factors that influence decisions made by secondary mathematics teachers to leave the profession. The final report of this work is now available.

The PGCE+ programme provided recently qualified teachers with expertise in the teaching of gifted and talented pupils, working alongside the NAGTY Summer Schools and with school-based support through their early years of teaching. The Summer School courses provided a unique opportunity to observe and contribute to the teaching of some exceptionally able young people.

The programme also involved lectures and workshops delivered by experts in the field of gifted education. Participants received ongoing support through their early years in teaching in the form of mentoring, access to conferences and on-line support from NAGTY, including a discussion forum.

The SEP and TEEP programmes worked with the Learning Trust to raise standards in science in Hackney schools, with a particular emphasis on scientific enquiry and practical work in Key Stages 2 and 3.

The programme raised attainment in science at Key Stage 3 by developing the pedagogical practice and specialist knowledge of science teachers in Tower Hamlets.