These animations were produced following research, commissioned by the Royal Society, into parental views on a broader and more balanced curriculum. The research showed that there are some misconceptions among parents about the relevance of science to the curriculum. By creating the first animation, Why science is for me, the Society hopes that students, and therefore as a consequence their parents, will be better informed about the relevance of their science lessons and ultimately a greater number will opt to study science post-16.
The second animation was produced in response to the prevalence of science in the media during the COVID-19 pandemic and aims to demonstrate to students that there are a wealth of opportunities to study beyond the familiar subjects of chemistry, biology, physics, mathematics and computing, and indeed beyond the recognised scientific careers of doctor, vet and research scientist.
Both animations are aimed at students aged 11 to 16 and more information about their use, downloadable posters and some lesson ideas can be found in the linked pages below. Both animations have in fact been used with much younger audiences in primary schools.
Why science is for me: downloadable posters and information for teachers
Why a career in science is for me: downloadable posters and information for teachers
Tell us what you think
We would love to hear your feedback about these resources: have your students enjoyed them? How have you used them in your lessons? etc. Please either leave comments on YouTube or email your comments to the Schools Engagement team.
Further information for teachers
The Equity Compass is a tool designed by YESTEM for those who work with young people and want STEM to support as diverse a range of young people as possible. It has been successfully used by practitioners working in the informal and formal learning sector, as well as policy makers, and can help to identify how and why particular examples of practice may be more or less equitable. The compass can help people to adapt activities and policies so that they contain good science capital and engage the whole school community.
This short animation explains how the compass can be used. For more information please visit the UCL webpage on youth equity and STEM.