Science Teaching in Schools: Report with Evidence - House of Lords 2005-06

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A report published by the House of Lords Science and Technology Committee (the 10th report of the session 2005-06), it focuses on secondary education in England, with regard to: *student attitudes and choices, and the effect on the take-up of science at GCSE and beyond *teaching methods *the recruitment and retention of teachers *the role of continuing professional development for teachers. Conclusions and recommendations of the report include: * Evidence that students are opting for 'easier' A levels over the sciences and mathematics, and that the Government should replace A levels with a broader based syllabus for post-16 students, and improve the quality of careers advice in schools as a matter of urgency * The impact of so-called 'teaching to the test', and that the Government should alter the current testing regime so that the tests assess a much broader range of skills especially regarding practical science in schools, which can be supported in a number of ways * Evidence of a serious shortage of specialist physics and chemistry teachers, and schools should be given more freedom to offer significantly higher salaries to candidates with specialist qualifications, and the Government offer longer-term incentives to science and mathematics teachers * On professional development, that the Government make it compulsory for teachers to undergo a certain amount of subject-specific continuing professional development (CPD) each year and ring-fenced money be allocated to schools in order to cover the cost of supply teachers.

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