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SUMMARY:Schools that make a difference to post-16 uptake of physics and ch
 emistry - Professor Judith Bennett\, Department of Education\, University 
 of York 
DTSTART:20130429T153000Z
DTEND:20130429T170000Z
UID:TALK44575@talks.cam.ac.uk
CONTACT:Ann Waterman
DESCRIPTION:Concern over numbers choosing to continue to study physical sc
 ience subjects beyond the compulsory period has been a constant feature of
  school science education for several decades.  The project described here
  aimed to identify schools that were more successful in encouraging young 
 people to pursue their study of chemistry and physics beyond the compulsor
 y period\;and to identify educational features and practices within these 
 schools that made them more successful.  The schools that participated in 
 the study were identified through interrogation of the National Pupil Data
 base (NPD)\,and consisted of four pairs of schools\, matched on a range of
  indicators\,but with one school having high uptake and the other having l
 ow uptake of chemistry and physics.  In each school: interviews were held 
 with three key school staff (head of science\, member of school senior man
 agement team responsible for the curriculum\, school careers adviser)\, an
 d with six-to\neight post-16 students studying science and non-science sub
 jects.Additional contextual data were also gathered\, including school exa
 mination results\, levels of teacher qualification\, subject specialism an
 d experience.  The study indicated that high uptake school are characteris
 ed by five particular features that are not apparent in low-uptake schools
 : curriculum diversity pre-16\, higher expectations in relation to AS admi
 ssion grades\, appropriate and targeted careers advice\nfrom science teach
 ers\, appropriately-timed work placements that were mapped to student inte
 rests\, and a range of opportunities for student to interact with the worl
 d of work.\n
LOCATION:GS1\, Donald McIntyre Building\, Faculty of Education\, 184 Hills
  Road\, Cambridge
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