Through this project we aim to discover why STEM subjects are so unattractive to young learners in schools and beyond, particularly amongst girls. We want to investigate primary and secondary practices with a view to radically changing practices in all regions. To achieve this we have set the following objectives:-Design and develop STEM activities that are both innovative and motivational-Utilise the knowledge and experiences of our young learners to identify areas for development and improvement-Involve young learners in the review of teaching practices and development of STEM activities-Promote engagement in STEM activities with families and the wider community-Encourage teamwork and collaboration as one of the basic pillars in the STEM environment-Widen participation in these project activities locally, nationally and internationallyI order to meet these objectives we will participate in a blended mix of activities to include:-transnational project management meetings-the development of baseline assessments and impact review-teacher training-preparation of classroom materials-developing pupil voice-pupil exchange-multiplier events-encouraging family engagement-local teacher training activities-ETwinning-development of Good Practice GuidelinesThroughout the project we will closely evaluate and monitor all activities. We develop internal evaluation instruments to measure the impact of STEM in different countries on teacher performance and student outcomes. We will conduct a thorough baseline assessment at the start of the project and a detailed impact review at the close. We will evaluate both hard data and attitudes to STEM subjects using this information to inform progress throughout. The baseline assessment will look at hard data such as standards in STEM subjects, the choices made by young learners post-school study in digital and other STEM subject areas, engagement in STEM activities at primary level, parental engagement in STEM school based activities etc. and importantly engagement by students with fewer opportunities. This will be coupled with a study of attitudes linked to gender balance, motivation and identifying role models. In addition all activities will be evaluated and the results will inform next steps.The impact review will revisit the same content as the baseline the results from which will measure impact overall and provide essential information needed to evaluate the success of the project. We will be able to show, through standardized testing scores, conclusive and quantitative evidence derived if proposed by this project has a positive impact on student outcomes. Thus evidencing an increase in standards in all STEM subjects and improved motivation throughout. The number of teachers engaged in this and similar projects following the multiplier events will indicate the success of our dissemination plan as will the number of teachers applying for KA1 funding to take part in the training programmes planned in year 2 and 3.The number of parents and the wider community engaged in school activities will also be an indicator of the success of this project. We anticipate that pupils and students will be better supported at home by involving the parents and families in STEM activities.
The focus of this project is on issues surrounding take-up of STEM subjects in schools. The development of STEM subjects across the curriculum is a Europe-wide priority. As highlighted in the application, research and statistics show there are significant challenges facing the subject within the educational sphere and this is having a direct follow-on impact on the skills needed for jobs in the STEM sector of the economy. There are widespread shortages in almost all technical jobs, including ICT professionals, mathematicians and physicists; there aren't enough maths and physics teachers and a startling gender gap with much fewer girls choosing STEM subjects. The issues facing STEM subjects are recognised in official government policy in all three regions participating in RATE including the Welsh Goverment's 'Science for Wales – A strategic agenda for science and innovation in Wales'. In light of these challenges, the RATE project has provided a valuable insight into how STEM is approached at primary and secondary levels wthin three European countries (UK, Spain and Poland). There are 14 partner organisations involved in RATE and all have played a key role in delivering the project's activities. Cardiff Council as the lead beneficiary has overseen the overall coordination of the project, however - as set out in the application - each region has its own coordinating parter which has facililated the management aspects of the project. Aims of the project included: 1. Design and development of STEM activities that are both innovative and motivational 2. Utilisation of the knowledge and experiences of our young learners to identify areas for development and improvement 3. Involvement of young learners in the development of STEM activities 4. Promotion of engagement in STEM activities with families and the wider community 5. Encouragement of teamwork and collaboration as one of the basic pillars in the STEM environment 6. Widen participation in these project activities locally, nationally and internationally One of the first exercises undertaken was a baseline assessment. This initial assessment - conducted by the young people involved in the project - enabled partners to assess initial responses to the subjects and aspirations around future careers. This piece of work was used by schools as a starting point from which to develop and design new approaches to teaching STEM in schools. Through RATE 3 x Student Exchanges and 3 x Teacher Training weeks have been organised, one in each participating country. In addition, a number of Project Management meetings have taken place as well as several Multiplier Events (including local and overseas delegates) which promoted the project to a wider network of schools and stakeholders. Towards the end of the project, Good Practice Guidelines have been produced. This tangible output is relevant and transferable to schools and other organisations in any region or country facing similar challenges - whether in the EU, Europe or beyond.