Asked by the Training and Development Agency for Schools (TDA) to identify what subjects should be taught in science lessons in 2017, science graduates' top recommendations are climate change (59 per cent of scientists surveyed), new fuel technology (54 per cent) and scientific reasoning (49 per cent).
Other candidates for the curriculum in 10 years’ time include nanotechnology (28 per cent), quantum theory (19 per cent) and even space tourism (15 per cent). One in 10 scientists (nine per cent) proposed that students should study dark matter and one in 17 (6 per cent), the Higgs boson.
The recommendations for the science lessons of tomorrow come as the TDA launches a new recruitment tool to attract the teachers who may be giving them - an online computer game, Navigate the Planets.
Supported by Myleene Klass, who is currently studying for an MA in astronomy and planetary science, the game is designed to illustrate the creativity of modern science teaching. It challenges players to test their grasp of gravitational physics by guiding a space craft through the solar system, making use of the planets’ gravity as they do so. Players who complete the game successfully can enter a prize draw, challenge their friends and find out more about what a career in teaching has to offer science graduates.
Scientists also expect the science classroom of tomorrow to be very different, with digital libraries of media clips (67 per cent) becoming a central information resource, and lessons taught via video link-up by guest teachers anywhere in the world (59 per cent). Forty-five per cent also predicted that schools would increasingly use networks to work together on joint experiments or projects.
The research found that one in seven scientists (14 per cent) are currently considering becoming teachers, with a further 53 per cent admitting that they may consider a move from the lab to the classroom in the future. The opportunity for science graduates to use their degree knowledge (55 per cent), keep their scientific skills up-to-date (46 per cent) and work with children (49 per cent) were seen as the profession’s key benefits by those considering a career in teaching.
Graham Holley, chief executive at the TDA said:
“Modern science teaching is a wonderfully creative subject, and our Navigate the Planets game embodies this. Through their playing it, we hope to inspire even more students and graduates to think about the rewards of a career in science teaching.
“Researchers make advances in science every single day, and the curriculum reflects this. Science in schools is a subject that never stays still, and it allows teachers not only to pass on their skills and knowledge to the next generation, but also keep themselves bang up-to-date.
“Teaching also offers excellent pay and progression and the opportunity to work with young people, something that few scientific careers can match.”
Myleene Klass said: “I’m delighted to be able to support this campaign to recruit more teachers. Astronomy has long been a subject close to my heart and I’m currently studying for an MA in Astronomy and Planetary Science at the Open University.
“It’s important that we challenge people’s preconceptions about physics and physics teaching, showing that this is a colourful subject and one that’s relevant to people’s lives.”
Topics that should be taught on the science curriculum:
- Climate change – 59 per cent
- New fuel tech – 54 per cent
- Scientific reasoning – 49 per cent
- Nanotechnology – 28 per cent
- Nuclear fusion – 26 per cent
- ends -
Notes to editors
This news release applies to England only.
Research was carried out online in October 2007 by PCP Market Research, who questioned a sample of 251 adults in England with a degree in a science or science-related subject.
For more information about how to become a teacher, see www.teach.gov.uk
Personal advice is available from the Teaching Information Line on 0845 6000 991 - 992 for Welsh speakers; minicom 0117 915 8161.
From 1 September 2008 a newly qualified teacher (NQT) will start on a salary of at least £20,133 (£24,168 in inner London). The pay scale for good, experienced classroom teachers who have 'crossed the threshold' rises to £34,281 outside London and £41,004 in inner London. Additional allowances may be paid to teachers considered to be excellent, and to those who take on management and other responsibilities. The pay scale for head teachers can rise to more than £90,000 depending on size of school. Further details are available at www.teach.gov.uk/payandbenefits.
Eligible trainees on secondary postgraduate initial teacher training (ITT) courses in England are entitled to a tax-free training bursary worth £6-9,000. Newly qualified teachers with a postgraduate certificate in education (PGCE) in maths and science may also be eligible for a ‘golden hello’ payment worth £5,000 (taxed) after successfully completing their induction period. Those with a PGCE in modern languages, design and technology, information and communications technology, music and religious education may receive £2,500. Details are available on the TDA website at www.teach.gov.uk/funding.
From 1 August 2008, the bursary for trainees starting ITT courses in secondary postgraduate English, dance and drama will be reduced from £9,000 to £6,000 and trainees will not be eligible for a golden hello. The bursary for trainees starting primary postgraduate ITT courses will be reduced from £6,000 to £4,000.
The graduate teacher programme (GTP) enables people to train to become a teacher while employed in a school. Details of employment based routes can be viewed at www.teach.gov.uk/routes.
Data collected by the TDA shows that close to 40,000 people began teacher training in the academic year 2006/07.
The Training and Development Agency for Schools (TDA) was established under the Education Act 2005. Its principal aim is to secure an effective school workforce that improves children’s life chances.
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