Assembly Questions and Answers Re STEM

AQW 41500/11-15

Mr Nelson McCausland (DUP - North Belfast) To ask the Minister of Education for his assessment of how the Northern Ireland Curriculum raises awareness of the contribution Northern ireland has made to the development of STEM subjects.

29/01/2015

The curriculum keeps prescribed content to a minimum and allows schools to choose the most appropriate approach to take with their pupils to ensure they are engaged and challenged to reach their full potential. Teachers therefore have the flexibility to teach their pupils about those from the north of Ireland who have made major contributions to science and technology. This could include people such as William Thomson 1st Baron of Kelvin (pre-eminent scientist), Neil Armstrong (aviator) or John Boyd Dunlop (Dunlop Tyres) amongst many others.

AQW 41339/11-15

Mr Peter Weir (DUP - North Down) To ask the Minister of Education what initiatives his Department is pursuing to encourage female pupils to study STEM subjects.

27/01/2015

The Department undertakes a wide range of interventions to promote the uptake in STEM subjects to all pupils. Sentinus, the Department’s front line STEM delivery partner, secures in excess of 57,000 primary and post-primary pupil engagements annually across a portfolio of STEM enhancement and enrichment programmes. Sentinus provides an ‘Insight into Engineering’ programme which is specifically designed for girls, utilising female role models to help dispel misconceptions regarding engineering careers for females.

AQW 40891/11-15

Mr Peter Weir (DUP - North Down) To ask the Minister of Education to detail the percentage of pupils taking at least one STEM subject for A-level at schools that are (i) single sex (a) male; and (b) female; and (ii) co-educational.

19/01/2015

The answer is contained in the table below:
Year 14 pupils with 1 or more examination entries in STEM subject A-levels, 2012/13

Source: RM Education1, Annual School Census2

AQW 36817/11-15

Mr Basil McCrea (NI21 - Lagan Valley) To ask the Minister of Education how much his Department has spent on initiatives promoting Science, Technology, Engineering and Maths in primary schools, in the last three years.

01/10/2014

Awaiting Answer

AQW 36151/11-15

Mr Peter Weir (DUP - North Down) To ask the Minister of Education what budget has been allocated for the teaching of coding in schools.

18/09/2014

The Curriculum Advisory and Support Service (CASS) in each of the Education and Library Boards provides advisory and support services to all grant aided schools and are the main providers of in-service training for teachers. Training is primarily demand lead and therefore a specific budget is not allocated to curriculum subject areas.

The Department of Education (DE) has, however, allocated £46.5k in 2014/15 to Queen’s University Belfast to pilot a course to upskill post-primary teachers to deliver software systems development at GCE A-Level. The pilot is being jointly funded by DE and the Department of Enterprise, Trade and Investment. In addition in 2013/14, DE allocated £20k from its STEM budget to enable teachers to work with industry representatives to develop material to support the teaching of computing, including programming skills, in the classroom.

AQW 32551/11-15

Mr Mervyn Storey (DUP - North Antrim) To ask the Minister for Employment and Learning what evidence supports his assertion in his statement on 31 March 2014 that there has been no significant increase in the uptake of STEM subjects over the past 7 years.

31/03/2014

On the 31 March 2014 I formally announced the commencement of the Careers review in the Assembly.
The terms of reference for the review, which are attached, have been developed and agreed by both Departments taking account of the recommendations of the Employment and Learning Committee’s inquiry into careers and the CBI report on education and employer partnerships.

You will note from the terms of reference, that the issues you have raised will be considered as part of the review process.

In particular, the review will consider how engagement between all schools and businesses can be better structured, integrated and improved, including the quality and relevance of work experience.
Regarding the provision of careers advice in primary schools, I am aware of the need to engage pupils and their parents in thinking about career options and pathways from an early age and the review will consider if the current guidelines to primary schools needs to be strengthened.

The evidence to support my statement that there has been no significant increase in the uptake of STEM subjects over the past 7 years is provided by the Committee for Employment and Learning’s Inquiry report into careers. Paragraph 178 of the report states ‘A lot of resource has been channelled into promoting STEM; however, the figures received from the Department of Education do not show a significant increase in uptake over the years from 2004/05 to 2011/12’. The review will pick up on this issue, and in particular consider ways to address the gender imbalance in the uptake of STEM subjects and careers.

With regard to the number of advisers supported by my Department, currently 102 (full-time equivalent) careers advisers are employed. The full complement required is 105 (full-time equivalent). Over the past few years the Department has run an open recruitment competition to ensure that there is an available pool of qualified advisers to fill vacancies as they arise. The 3 vacant posts are in the process of being filled from the live successful candidates’ list.

Careers advisers, as a condition of their employment, are required to be professionally qualified. Once in post, responsibility for the professional development of careers advisers sits with my Department while the Department of Education is responsible for the training and development of careers teachers.

Regarding opportunities for joint training, since November 2012, my Department’s Careers Service has supported the Northern Ireland Schools and Colleges Careers Association (NISCA) in the organisation of a joint annual conference attended by careers advisers and careers teachers. Speakers at the events have included industry leaders from key growth sectors, careers education and guidance academics, and representatives from careers services and higher education across these islands.

Other opportunities for joint training include invitations extended to careers professionals from external organisations such as Queens University and University of Ulster to attend careers events. The ongoing professional development of all staff involved in careers education and guidance, including the effective use of labour market information, is a key aspect of the review.

AQO 5725/11-15

Mr Jimmy Spratt (DUP - South Belfast) To ask the Minister for Employment and Learning, given the importance of science, technology, engineering and mathematics subjects to the economy, to outline the response by universities and Regional Colleges to the allocation of additional places.

27/02/2014

Under Programme for Government, my Department has committed to delivering 700 additional full-time undergraduate places in Science, Technology, Engineering and Mathematics, known as STEM, subject areas by 2014-15, measured against 2011-12 as a baseline. Figures for 2012-13 were published last month and these show that against a target of 233 additional STEM places, a total of 358 additional first year full-time enrolments in STEM subjects were recorded by Queen’s University, the University of Ulster and South West Regional College. Good progress is therefore being made. This reflects the fact that the universities are rebalancing their course provision towards the STEM subject areas. The outcome for the 2013-14 year will not be known until February 2015.

The number of full-time STEM enrolments in further education colleges, including higher education delivered in further education, has increased by almost 9% between 2010-11 and 2012-13, although there has been a decrease of over 4% in part-time enrolments. Overall, funding for further education courses in STEM subjects has increased by over £3.2 million, or 8%, to £44.4 million over the same period. STEM provision now accounts for 29% of all recurrent funding to the further education colleges.

AQW 31485/11-15

Mr Peter Weir (DUP - North Down) To ask the Minister of Education what action his Department is taking to encourage the uptake of STEM subjects.

27/02/2014

The revised curriculum has been designed to provide greater freedom for teachers to explore STEM-related learning with pupils. The Entitlement Framework, which will be fully implemented in September 2015, will guarantee all post-primary pupils at Key Stage 4 and Sixth Form greater choice and flexibility to pursue STEM subjects.

The promotion of STEM subjects is one of my Department’s priorities and we have been taking significant action on a number of fronts to ensure that they are seen as exciting, stimulating and fulfilling by our young people. This includes sponsoring annual competitions and exhibitions such as the BT Young Scientist and Technology Exhibition and Stock Market Challenge.

To support the regional delivery of STEM enhancement and enrichment activity my Department also funds Sentinus to work with pupils across the north of Ireland. They deliver a portfolio of 19 STEM core programmes across all Key Stages, engaging approximately 60,000 pupils each year.

My department also allocates additional funding to a number of other delivery partners and initiatives, to enable pupils to gain an enriched world of work experience through practical engagement, to assist in embedding STEM within schools, and to develop STEM teacher continuous professional development.
Extensive use is being made of the STEM truck, a state-of-the-art £1.2 million mobile teaching laboratory and workshop.

My Department and its delivery partners have made good progress to date in delivering on the commitments contained in the STEM Strategy and there has been an upward trend in the number of A-Level STEM examination entries since 2007/08 rising from 38.2% to 40.9% in 2011/12.My Department will continue to deliver on DE’s STEM commitments within available resources.

AQW 30898/11-15

Mr Chris Lyttle (APNI - East Belfast) To ask the Minister of Education for an update on the Success Through STEM strategy.

12/02/2014

My Department’s commitments arising from the STEM Strategy fall into two broad areas; delivery of direct pupil STEM enhancement and enrichment activity, and school structural (including teacher continuous professional development) and curricular resource developments in STEM.

My Department and its delivery partners, have made good progress to date in delivering on a number of the commitments contained in the STEM Strategy. There has been an upward trend in the number of A-Level STEM examination entries since 2007/08 rising from 38.2% to 40.9% in 2011/12.

My Department will continue to deliver on DE’s STEM commitments within available resources.
A review of the STEM Strategy ‘Success Through STEM’ is planned to commence later this year.

AQW 30885/11-15

Mr Chris Lyttle (APNI - East Belfast) To ask the Minister for Employment and Learning for his assessment of the gender imbalance in STEM subjects taken at tertiary level.

12/02/2014

The proportion of females enrolled on narrow Science Technology, Engineering and Maths (STEM) courses at Northern Ireland Higher Education Institutions in 2012/13 was 37% compared with 57% of all enrolments. In Northern Ireland further education institutions, in 2012/13, females made up 49% of all enrolments but accounted for 29% of STEM professional and technical courses.

The STEM Strategy, ‘Success through STEM’, recognises the importance of addressing gender bias. The sectors predicted to drive economic growth in Northern Ireland, such as ICT, agri-food and advanced manufacturing , rely heavily on a workforce equipped with skills in STEM that, at the moment, is predominantly male. If we are to grow these key sectors of the economy it will be essential that we encourage more people, especially females, to study relevant STEM subjects.

To help address the gender bias my Department has funded the post of STEM business co-ordinator. One of her key activities has been to work with the Equality Commission to engage with businesses to look at the issue of gender bias. Others areas have been to share best practice and to identify additional steps that businesses can take to make careers in STEM industries more attractive. In September 2013 and February 2014 the co-ordinator also produced ‘STEM careers supplements’ which appeared in the Belfast Telegraph, Irish News and Newsletter. The supplements were aimed at young people choosing STEM subjects and courses and featured case studies from several prominent local female role models.

Through the Skills Collaboration Fund my Department has also funded SEMTA, the Sector Skills Council, to take forward the ‘Upskills to Compete’ project in 2014. This project will develop fifty high potential female workers to promote STEM subjects to 1,000 schoolgirls and showcase the opportunities available in a career in manufacturing.

Improving this situation needs to start at primary school. I will also continue to work with employers, including through the working groups I chair in ICT and advanced manufacturing, to help employers make career opportunities attractive to as wide a pool of appropriately skilled people as possible.

AQW 30883/11-15

Mr Chris Lyttle (APNI - East Belfast) To ask the Minister for Employment and Learning for an update on the progress of the STEM Strategy 'Success Through STEM'.

12/02/2014

My Department has led on the implementation of the STEM Strategy, ‘Success through STEM’, which was endorsed by the Executive in March 2011. The Strategy aims to promote STEM and was produced by the STEM Government sub group, which consists of officials from the Departments of Employment and Learning; Education; Culture, Arts and Leisure; Enterprise, Trade and Investment Agriculture and Rural Development and Health, Social Security and Public Safety. The Strategy outlines 20 recommendations which highlight how Government and business intend to encourage more of our young people to study and pursue a career in STEM. The Departments on the Government sub group were assigned responsibility for taking forward specific recommendations from the Strategy.

Each Department represented on the STEM government sub group continues to take forward their own initiatives to implement the relevant actions from the Strategy. These were initially captured in the ‘STEM One Year On’ report, which was published in March 2012. The overall progress on the Strategy is monitored by an overarching STEM Implementation Steering Group. My Department’s initiatives include continued funding of the ‘Step up’ science programme at the University of Ulster, pilot Higher Level Apprenticeships in ICT and Food Engineering and a ‘College Industry Initiative’ to up-skill Further Education lecturers. By 2015/16 I will also have provided an additional 1350 STEM places at undergraduate level in Northern Ireland and 351 PhD places in STEM and economically relevant subjects. Additionally, in conjunction with employers and the further education sector my Assured Skills branch has delivered a number of academies to meet identified skills needs. Academies have now been established in Software Testing, Data Analytics and Cloud Computing. In engineering, a computer numerical control course is also being piloted in conjunction with South Eastern regional College and the Northern Regional College.

I have also established, and chair, focussed working groups to specifically address skills shortages in the ICT and Advanced Manufacturing sectors. The ICT Working Group has been particularly effective and key achievements so far include an MSc conversion course for non-IT graduates and the Public/Private ICT Apprenticeship Scheme. The latter scheme recruited 32 Apprentices in 2012 and 44 in 2013. Work is ongoing with employers to launch a similar scheme in the North West in 2014.

Since November 2012 my Department has funded a ‘STEM business co-ordinator’ to work directly with employers and business leaders from the STEM Business sub group to help them take forward their specific actions from the Strategy. One of the key activities taken forward by the STEM Business co-ordinator has been to work with the Equality Commission to engage with businesses to look at the issue of gender bias. Others areas have been to share best practice and to identify additional steps that businesses can take to make careers in STEM industries more attractive.

In January 2014 my Department organised for several key delivery partners to give presentations on their current STEM activities to a delegation from the United States, led by Andrew O’Brien of the US Department of State. The presentations highlighted the current STEM initiatives being taken forward across Northern Ireland. Feedback on the event was very positive and my Department will be developing these links for mutual benefit in the coming months.


AQW 30849/11-15

Mr Jonathan Craig (DUP - Lagan Valley) To ask the Minister of Enterprise, Trade and Investment how her Department is working with the Department of Education and the Department for Employment and Learning to address the significant shortfall in science and engineering graduates.

11/02/2014

The importance of STEM is widely recognised and my Department works with DE and DEL on a range of STEM initiatives. For example the Economy and Jobs Initiative contains a commitment for an additional 500 undergraduate STEM places each year, bringing the total increase to 1,200 by 2015.

During 2014 the DE and DEL Ministers plan to review Preparing for Success, the Careers Education, Information, Advice and Guidance Strategy. DETI will contribute to that review as a member of its Steering Group and there are plans for the review to be discussed at the Executive Sub-Committee on the Economy.

There is also joint policy and programme development between my Department, DEL and DE through the implementation of the STEM Strategy, ‘Success through STEM’. The MATRIX panel also works with DEL to identify emerging STEM skills needs and the STEM Champion, Dr Joanne Stuart, is a member of MATRIX.

Invest NI and DEL, with third level education, provide a bespoke Software Testers Academy, Big Data Academy and Cloud Academy to address the skill needs of the ICT sector. Invest NI also supports DEL’s work with the North West Engineering Skills Working Group to develop engineering skills at technical and graduate level. My officials also work with DEL on its Advanced Manufacturing and Engineering Services Working Group and the ICT Skills Working Group.


AQW 26249/11-15

Mr Chris Hazzard (SF - South Down) To ask the Minister of Education, given that the Institution of Engineering and Technology's Engineering Skills and Demand in Industry Report 2013 revealed that just 7 percent of the engineering and technology workforce was female, what his Department is doing to promote the uptake of STEM subjects amongst female pupils.

25/09/2013

The promotion of STEM subjects is one of the Department’s priorities and we are currently supporting a number of programmes to promote the uptake in STEM subjects.

Sentinus, the Department’s front line STEM delivery partner, delivers in excess of 57,000 primary and post-primary pupil engagements annually across a portfolio of STEM enhancement and enrichment programmes. One of the targets set annually by the Department requires Sentinus to ensure a gender balance within a tolerance of +/- 5% across all DE funded programmes.

Sentinus has achieved this target in each of the last four years (2009/10 – 2012/13) with a maximum gender variance of +/-2%.

Since 2007/08 the gender breakdown of the total A-Level STEM examination entries has remained within a tolerance of +/- 5%.

24 June 2013

Mr McQuillan asked the Minister for Employment and Learning what measures he has put in place to increase the number of females pursuing a career in science, technology, engineering or maths. (AQO 4373/11-15)

Dr Farry: From the statement I made to the Assembly on 4 June, the Member will know that I am particularly concerned about that issue. We need to encourage young women to consider studying science, technology and mathematics (STEM) in school and to consider careers in those areas. On leaving school, females tend to be better qualified than males. Females are also more likely to progress to higher education, with around 60% of our university enrolments being female. However, despite proportionately more females than males participating in higher education, females account for fewer than 30% of those graduating in STEM subjects, excluding medicine and health. Over 70% of students in ICT and over 75% of those studying engineering and technology are male.

As part of the STEM strategy, my Department is working in collaboration with organisations such as e-skills uk, Improve and Semta, which are actively promoting STEM careers to females. The wider Bring IT On campaign activities, many of which are funded by my Department, engaged with over 12,000 females in 2012-13. As part of that, more than 590 girls took part in computer clubs for girls, which are extra-curricular clubs aimed at inspiring girls to consider IT-related careers.

In association with the Equality Commission, the STEM business subgroup is running a seminar on Wednesday, entitled "Are you getting the balance right?" The seminar will identify additional steps that businesses can take to make careers in STEM attractive to women. I will follow the outcomes of that seminar and the work of the subgroup with great interest.

Mr McQuillan: I thank the Minister for his answer. Does the Minister agree that it is vital that we get the gender balance right so that we can encourage more females into the STEM projects and encourage them to go into careers in the STEM projects?

Dr Farry: I thank the Member for his question and supplementary question and fully concur with what he has said. To begin with, I will go back to ICT, where we have a major imbalance in participation between the two genders. If, for example, we had equal participation from females and males in that sector, we would not only address any particular skills pressures that we have but would place Northern Ireland in an extremely competitive position internationally. That shows the potential of getting this right and ensuring that we attract people into those careers.

There are cultural myths built up around these, and there are certain stigmas building up around certain careers. They need to be broken down to ensure that people from all backgrounds and from both genders have a productive career in some of the high-growth sectors in which our economy is set to grow over the coming years.

AQW 24661/11-15

Mr Danny Kinahan (UUP - South Antrim) To ask the Minister of Education to outline the success of the STEM works portal that was set up by the Council for the Curriculum Examinations and Assessment; and what follow up has occurred with people who have used the portal.

25/06/2013

The STEMworks web site was developed by Council for the Curriculum Examinations and Assessment (CCEA) to support learning and teaching at Key Stage 3 of STEM related subjects including Science, Technology and Design, Mathematics, Home Economics and Employability. Ten schools were recruited to deliver STEM Futures (the main section of the portal) resources in school using a model of Innovation to address the recommendations of the STEM Review.

During April 2012 to March 2013 there were 5354 visits to the STEM works portal. Since April 2013 to 26 June there have been almost 2000 visits to the website. CCEA have also advised that:

100+ businesses have registered with the online Directory offering support to schools.

A Case Study of how one school used a resource within the site was used at system-wide assessment training and received very positive feedback.

A workshop at the recent Association for Science Education Conference was well attended by teachers and received positive feedback.

There has been a query from another country asking if they could use the materials as they were seen to be very useful.

With regards to follow up actions, CCEA have taken the following steps to ensure continued support for STEM works:

A communication strategy has been delivered to ensure all schools were made aware of developments, features and benefits of the site.

A STEM Den event has been held for schools who participated in the Innovation project to showcase their work to a wider educational/industry audience. The event has been captured on film and published on the site to share with all schools.

Two video case studies on the ‘what?’ and ‘how?’ of STEM Futures were developed and published to support schools with implementation.

A STEM Heroes publication has been sent to all primary and post primary schools to highlight how schools used the original STEM Heroes comic to stimulate enquiry based, hand-on, practical learning in school through the use of emerging technologies.
Printed copies of learning and teaching resources (previously only available online) have been issued to all schools.

Assessment tasks for the three cross-curricular skills were developed from naturally occurring opportunities within the resources and published online to support teachers.

Resources were extended to support Geography’s contribution to the STEM agenda from a Renewables perspective.

AQW 22884/11-15

Mr Mervyn Storey (DUP - North Antrim) To ask the Minister of Education what assessment has been made of the progress of the Programme for Government 2011-2015 targets regarding science, technology, engineering and maths subjects.

10/05/2013

The Programme for Government commitment to increase uptake in economically relevant Science, Technology, Engineering, Maths (STEM) places focuses primarily on increasing the number of students engaged in STEM courses in further and higher education. I recognise that, for the Department for Employment & Learning to be able to deliver that commitment, there is a need to focus on promoting STEM subjects and developing pupils' scientific knowledge and skills of innovation and inquiry at a much earlier stage. My Department therefore contributes significantly to the Executive's wider STEM strategy through the promotion of STEM subjects in schools.

Since the publication of the Report of the STEM Review, my Department has been taking significant action on a number of fronts to promote STEM-related subjects in school focusing on; improving teaching and learning in STEM-related areas, building on existing good practice; stimulating pupils’ interest in, and enthusiasm for, STEM-related areas of learning in primary and post-primary schools; improving the range and quality of resources available to support teachers and pupils in STEM-related areas of learning; and promoting the uptake of STEM subjects post-16.

AQW 21012/11-15

Mr Jim Allister (TUV - North Antrim) To ask the Minister of Education what steps are being taken to ensure that there is adequate continuing professional development for primary school teachers in science, technology, engineering and maths.

14/03/2013

Teachers’ continuing professional development (CPD) is one of the main priority areas for action within the STEM Strategy “Success through STEM”.

I recognise the importance of STEM subjects to our future economic growth and as Education Minister I am committed to ensuring that teachers are equipped to deliver excellence in teaching STEM subjects.

CPD for all school teachers (including primary school teachers) in STEM subjects is provided by the Education and Library Boards (ELBs) and its STEM partner organisations. The following are examples of support provided:-

Primary STEM Teacher Developer Project – funded by the Department and delivered by the ELBs, this province wide project has trained 27 primary teachers as ‘expert teacher developers’ whose role it is to go to schools to model the teaching of primary science and technology. In the last three years this project has reached more than 19,000 pupils and 800 teachers in 268 primary schools.

Primary Technology Challenge/Young Innovators’ Day – an annual event jointly run and organised by the ELBs and Sentinus, which showcases excellent practice in science and technology in schools.

ELB/Science Partner Support – The ELBs in conjunction with a range of partners (including The National Science Learning Centre (NSLC), Sentinus, Royal Society for the Protection of Birds (RSPB), the Association for Science Education (ASE), Eco-Schools and UNESCO) provide teacher professional development opportunities for pupils to develop and practice skills within the context of award schemes and competitions.

Consortium of Local Education Authorities Supporting Practical Science and Technology – this organisation issues bulletins three times a year containing information support and practical ideas, offers a telephone health and safety helpline which all schools can access and provides an extensive website which offers access to a range of courses for teachers and technicians.

Web-based Support – material designed to enhance and support the teaching of science and technology, and mathematics and numeracy, are posted on ELB websites and Virtual Learning Environments, such as clounagh.org. This particular site is widely known and used by teachers to support science teaching.

'Smart Gear' science programme - The Department sponsors the 'Smart Gear' science programme which engages pupils from 75 primary schools, their class teachers along with 85 student teachers from St Mary’s University College, Stranmillis University College and the University of Ulster. This annual 10 week programme, based on modern sensor technology, supports the continuing professional development of non-science specialist primary teachers and the professional development of student teachers following STEM specialisms.

Telephone and E-mail Support – ELBs provide telephone and e-mail support and advice to science/World Around Us co-ordinators and teachers.
Centre-based Courses - ELBs provide support for science/World Around Us co-ordinators through centre-based courses, aimed at supporting them to develop whole school science and technology within their school.

Improvement of mathematics and numeracy - ELBs also provide support for the improvement of mathematics and numeracy in primary schools which have been identified as requiring support. This support includes provision of high quality bespoke professional development for teachers.
With the establishment of a single Education and Skills Authority to support the delivery of education in the north, I will change and enhance how we provide training, support and development for our teachers. In doing so, I will be taking appropriate action to ensure that all of our teachers, including those in our primary schools, continue to receive the necessary support in terms of continuing professional development in STEM subject areas.

AQW 21011/11-15

Mr Jim Allister (TUV - North Antrim) To ask the Minister of Education for his assessment of the need for a curriculum change in primary schools to better promote science, technology, engineering and maths.

14/03/2013

The Revised Curriculum, which is now in place in all grant aided primary schools, provides much greater freedom for teachers to explore STEM-related learning with pupils. The revised Primary Curriculum contains a number of statutory ‘Areas of Learning’ and emphasises the development of the ‘Cross-Curricular Skills’ and the ‘Thinking Skills and Personal Capabilities’. Mathematics, Science and Technology are compulsory elements of the revised primary curriculum.

Since the publication of the Report of the STEM Review, my Department has been and continues to take significant action on a number of fronts aimed specifically at primary schools to engage primary pupils with STEM in an interesting and exciting way. These include: annual funding to Sentinus to deliver a suite of primary STEM programmes, including the successful annual Sentinus Young Innovators event; a new pilot programme ‘Smart Gear’ to enhance STEM based learning at Key Stage 2 involving over 2000 pupils from 75 primary schools; ‘Promoting STEM in Primary Schools’ project which has developed a series of Key Stage 2 case studies and thematic units to improve teachers’ and pupils’ understanding of connections between STEM school-based learning and the STEM ‘world of work’; and a ‘STEM Primary Professional Development Project’ which enables primary school teachers to act as ‘STEM Teacher Developers’ trained to provide a range of STEM professional development activities for teachers across a cluster of local primary schools.

The results from the recently published Trends in International Mathematics and Science (TIMSS) show that our primary school pupils are performing well above the international average in numeracy, where our pupils are ranked 6th out of 50 countries surveyed and in science, where they are ranked 21st, also scoring significantly above the international average. I believe that the revised curriculum is having a positive effect on how our children are learning and have no plans at this moment to seek a comprehensive review of the primary curriculum.

AQW 20877/11-15

Mr David McIlveen (DUP - North Antrim) To ask the Minister of Education whether there is programme in place in schools to encourage girls to consider careers in predominately male sectors such as construction, engineering and chemistry.

12/03/2013

Programmes to promote Science, Technology, Engineering, and Maths (STEM) subjects are one of my Department’s priorities and we are currently supporting a number of STEM careers programmes that aim to encourage the uptake of STEM subjects in schools. These programmes encourage pupils to choose careers in the fields of science, engineering and technology, which may have traditionally been seen as male occupations. The programmes aim to raise awareness amongst all pupils of STEM careers through the development of STEM knowledge and skills, by providing an insight into a range of career areas within STEM, and by promoting STEM careers by offering opportunities for pupils to meet and talk to positive role models from the world of work. It is through programmes such as these that girls can be encouraged into non traditional areas. I believe we all have a role to play both as politicians and wider society in providing positive role models to our young people.

I have no plans to introduce a specific programme to encourage girls into politics. Pupils do have the opportunity to study significant political, social, economic, cultural and religious developments in the past and investigate its impact on our world today within the revised curriculum as part of the history strand of the Environment and Society area of learning at Key Stage 3. Under the entitlement framework, Government and Politics is a subject of choice at Key Stage 5. This is a subject perhaps to which Political Parties should pay more attention by promoting equality of opportunity for young woman to engage in politics.

AQW 17692/11-15

Mr Steven Agnew (GPNI - North Down) To ask the Minister of Education (i) for his assessment of the impact on the uptake and teaching of science following the incorporation of the teaching of science into 'The World Around Us' in 2006; (ii) for his assessment of the level of science taught in primary schools; and (iii) whether he has any plans to refocus the curriculum on the teaching of science.

05/12/2012

(i) Assessment of the impact on the uptake and teaching of science following the incorporation of the teaching of science into 'The World Around Us' in 2006;

The revised curriculum, which is now in place in all grant aided schools, was introduced on a phased basis between September 2007 and June 2010 and is in the process of being embedded in schools here. It is therefore too soon to say what impact the incorporation of the teaching of science into 'The World Around Us' has had on the uptake and teaching of science.

My Department currently measures the uptake of STEM (science, technology, engineering and mathematics) subjects using examination entries. An analysis based on examination entries at the end of Key Stage 4 indicates that the proportion of GCSE entries in STEM subjects increased by 2.4 percentage points over the period 2005/06 to 2010/11. Over the same time period, the proportion of entries in STEM A Level subjects increased by 3.4 percentage points. Across individual A-Level STEM subjects there has been an upward trend since 2004/05.

(ii) for his assessment of the level of science taught in primary schools;

During the period of 2009-2012, the Education and Training Inspectorate Primary inspection findings indicate that in 77% of the World Around Us lessons observed, the quality of the teaching was good or better. This data includes the contributory subjects of science and technology, geography and history.

The results from the recently published Trends in International Mathematics and Science Study (TIMSS) ranked our primary school performance in science 21st out of 50 countries surveyed, with a scale score significantly above the international average. The PISA 2009 results of our 15 years olds also placed our pupils above the OECD international average in science.

(iii) If there are any plans to refocus the curriculum on the teaching of science.

The revised Primary Curriculum contains a number of statutory ‘Areas of Learning’ and emphasises the development of the ‘Cross-Curricular Skills’ and the ‘Thinking Skills and Personal Capabilities’. Science and Technology (along with History and Geography) is one of the three contributory elements of the area of learning The World Around Us and I have no plans at this moment to seek a comprehensive review of the primary curriculum.

AQW 17196/11-15

Mr Peter Weir (DUP - North Down) To ask the Minister of Education what steps are being taken to increase the number of pupils who are studying STEM subjects at GCSE and A-Level.

26/11/2012

The revised curriculum which is in place across all year groups in all grant aided schools provides greater freedom for teachers to explore STEM-related learning with pupils. The Entitlement Framework, which will be fully implemented in September 2015, will guarantee all post-primary pupils at Key Stage 4 and Sixth Form greater choice and flexibility to pursue STEM subjects. In addition, this increased choice is being supported with improved careers education, information, advice and guidance, with a particular focus on STEM-related career opportunities.

However, it is acknowledged that delivery of STEM subjects through discrete timetabled lessons needs to be supplemented with whole-school programmes and special events.

Since publication of the ‘Report of the STEM Review’ my Department has been undertaking a wide range of interventions to increase the number of pupils studying STEM subjects at GCSE and A-Level. I would refer the member to my answer to his earlier question AQW 6066/11-15 published in the official report on 6 January 2012 highlighting examples of STEM actions. Recent STEM developments to promote STEM subjects at GCSE and A-Level include: STEM curricular assessment tasks for the three cross curricular skills to support the existing STEM Futures enquiry based resources; 6 assessment tasks for using ICT have been developed as exemplar support materials; two video case studies to share good practice using the STEM Futures resources and using Innovation to embed STEM in learning and teaching; and an ICT sector profile has been developed for inclusion on the STEMWorks website. In addition, funding to deliver STEM related events and programmes during 2012/13 include, portfolio of STEM enhancement and enrichment programmes delivered by Sentinus; the BT Young Scientist & Technology Competition, the Stock Market Challenge, Maths Week and the Smart Gear programme.

AQW 14241/11-15

Mr Paul Frew (DUP - North Antrim) To ask the Minister of Education what action his Department will take to ensure greater co-operation between schools and the manufacturing industry.

13/09/2012

The promotion of Science, Technology, Engineering and Maths (STEM) is important to our future economic growth and as Education Minister I am committed to playing my part. At every level in our schools, I have been driving forward work to promote the uptake of STEM subjects, to foster links between schools and business (including manufacturing) and to promote the importance of high quality careers education that raises aspirations for all.

The revised curriculum, which is now in place across all grant-aided schools, provides much greater freedom for teachers to explore STEM-related learning with pupils. The full implementation of the Entitlement Framework in September 2015 will guarantee all young people at Key Stage 4 and at Sixth Form equality of access to a broad, balanced and more economically relevant pupil-centric curriculum. This increased choice is being supported with improved careers education, information, advice and guidance, with a particular focus on STEM-related career opportunities.

My Department directly funds a number of organisations each year to ensure that schools link with business. These organisations include Sentinus, which through partnership with business and industry provides opportunities for more than 50,000 pupils per annum to develop skills for the work place and discover the exciting range of careers available to them in science and engineering.

My Department is also a member of the Advanced Manufacturing and Engineering Services Working Group that has recently been established by the Department for Employment and Learning with the aim of producing an action plan to address current and future skill needs of the sector.

AQW 11356/11-15

Mr Mervyn Storey (DUP - North Antrim) To ask the Minister of Education to detail the percentage increase in the uptake of Science, Technology, Engineering and Maths (STEM) subjects at GCSE and A Level since the introduction of the STEM Action Plan.

04/05/2012

The draft Government STEM strategy, ‘Success Through STEM’, was published in August 2010. Following a period of public consultation, the strategy was approved by the Executive in March 2011. The strategy sets out specific actions to be taken forward by my Department that include a clear focus on promoting the relevance of STEM-related subjects and courses.

Uptake of STEM subjects is measured using examination entries. Between 2009/10 and 2010/11, the proportion of GCSE entries in STEM subjects increased by 0.3 percentage points. Over the same time period, the proportion of entries in STEM A Level subjects increased by 0.5 percentage points.

It is of course important to point out that examination entries in 2010-11 will generally reflect subject choices made by pupils that pre-dated the introduction of the STEM strategy.

AQW 6464/11-15

Mr Mervyn Storey (DUP - North Antrim) To ask the Minister of Education what plans he has to extend the delivery of Science, Technology, Engineering and Mathematics subjects to primary schools.

13/01/2012

The Revised Curriculum, which is now in place in all grant aided primary schools, provides much greater freedom for teachers to explore STEM-related learning with pupils. Mathematics, science and technology are compulsory elements of the revised primary curriculum with science and technology covered through The World Around Us area of learning.

Since the publication of the Report of the STEM Review, my Department has been and continues to take significant action on a number of fronts aimed specifically at primary schools to engage primary pupils with STEM in an interesting and exciting way. These include: annual funding to Sentinus to deliver a suite of primary STEM programmes, including the successful annual Sentinus Young Innovators event; a new pilot programme ‘Smart Gear’ to enhance STEM based learning at Key Stage 2 involving over 700 pupils from 35 primary schools; ‘Promoting STEM in Primary Schools’ project which has developed a series of Key Stage 2 case studies and thematic units to improve teachers’ and pupils’ understanding of connections between STEM school-based learning and the STEM ‘world of work’; and a ‘STEM Primary Professional Development Project’ which enables primary school teachers to act as ‘STEM Teacher Developers’ trained to provide a range of STEM professional development activities to teachers across a cluster of local primary schools.

AQW 6463/11-15

Mr Mervyn Storey (DUP - North Antrim) To ask the Minister of Education for his Department's assessment of the importance of Science, Technology, Engineering and Mathematics subjects.

13/01/2012

The promotion of STEM subjects is important to our future economic growth and, as Education Minister, I am committed to playing my part and my Department is undertaking a wide range of interventions to ensure that STEM subjects are seen as exciting, stimulating and fulfilling and also to link the Mathematics element into our work to improve standards of numeracy (and literacy) for all our young people.

The study of science, technology and mathematics subjects is embedded in the Revised Curriculum, which is now in place in all grant aided schools across the north of Ireland and provides much greater freedom for teachers to explore STEM-related learning with pupils in an interesting and innovative way.

The Entitlement Framework, which will be implemented by September 2015, will guarantee all post primary pupils aged 14 and above greater choice and flexibility of courses regardless of the school in which they are enrolled. This increased choice is being supported with improved careers education, information, advice and guidance, again with a particular focus on STEM-related career opportunities.

The promotion of STEM subjects is one of my Department’s priorities and since the publication of the Report of the STEM Review, my Department has also commissioned and is supporting a wide range of additional initiatives beyond the delivery of the statutory curriculum, aimed at encouraging an increase in the uptake of STEM subjects in schools here.