By Daniel Hunter
Over half of primary school teachers say that science is being squeezed out of the curriculum, which is putting a future generation of scientists and engineers at risk, according to the CBI.
today (Friday) reveals the obstacles that primary schools and teachers have to overcome if they are to inspire future generations of scientists and engineers.
The UK’s leading business organisation said its research shows that the majority (53%) of primary teachers believe science has become less of a curriculum priority, with over a third of schools now providing less than the recommended two hours of science education a week.
In Tomorrow’s World, a new report co-authored by Brunel University London, the CBI revealed that a third of teachers (33%) lack confidence when teaching science (13% felt very confident, 54% were confident).
Sixty-two percent want more professional development to build their confidence while 39% called for a science subject specialist within their primary school.
Over a third (36%) of schools teaching science at Key Stage 2 in the survey do not provide the minimum recommended 2 hours of science education each week. Only 20% are able to commit over three hours, while 7.5% of primary schools teach under one hour each week.
John Cridland, CBI Director-General, said: “How can we expect to inspire future generations of scientists and engineers if we don’t deliver high-quality and inspiring science lessons at primary school age? If we are not careful, too many children will have lost interest in science before they hit their teens.
“A lack of science, technology, engineering and maths skills are already holding back economic growth and this will only get worse if we don’t energise the next generation. Pupils need innovative, fun lessons with access to the latest science kit and need to break free of the classroom more to visit cutting-edge companies and universities.
“We must also seriously tackle the persistent cultural problem of pigeon-holing boys and girls into certain subjects and career paths. Schools can have a big impact here, influencing not just pupils but also parents.
“The idea that the education system is successfully inspiring the next generation of scientists and engineers is fantasy.”
The CBI argues that the situation has been mainly driven by the abolition of testing at Key Stage Two and the upshot of a system obsessed with exam results, not the real world skills future scientists, technicians and engineers need to master. Importantly, testing has been maintained for English and maths, and though we do not want a return to SATs for science, we must ensure that science teaching in primary schools is highly valued.
The report also finds that over 70% of primary school teachers want more support from business. Of those, three-quarters would find it helpful for businesses to offer use of their equipment and facilities. Over 60% would like support from companies in lesson delivery and arranged class visits.
Tomorrow’s World outlines a series of recommendations to overcome the challenges of boosting science in primary schools:
- The UK and devolved Governments must set targets to have the best performing schools for science in Europe - and in the top five worldwide — by 2020. This should be underpinned by a new science education strategy — covering primary, secondary and tertiary education.
- Primary schools should ensure professional development for science is of a high standard and carried out regularly to build the confidence of primary teachers to deliver high-quality science lessons.
- Teachers should be encouraged to spend more time with businesses and universities to enhance their understanding of scientific theory and its practical applications.
- All primary schools should have a subject leader for science in place to drive forward the subject as a priority in each school
- Businesses and universities must divert more of their outreach resources to primary schools and not focus purely on secondary. The new Careers and Enterprise Company in England should include primary in its remit and should be funded for the term of the next Parliament.
Professor Julia Buckingham, Vice Chancellor and President of Brunel University London, said: “None of us should be in any doubt of the critical importance of ensuring that the education system inspires interest and enthusiasm for the sciences and provides careers advice and guidance as early as possible for school students. Not only does the nation’s prosperity depend on this, it is also vital to ensure that educational and careers opportunities are not prematurely closed-off for young people.