Cultivating Science Capital in Pupil Premium (and All) Students

Emily McRae (Pearson) and Catherine Leeson (TeachFirst)

Summary of the Conference Session: Cultivating Science Capital in Pupil Premium (and All) Students

Date and Time of Session: Saturday 11th January at 09:45

Pearson, in collaboration with Teach-First

This session, delivered by Emily McRae (Pearson) and Catherine Leeson (TeachFirst), focused on the concept of science capital and how educators can cultivate it, particularly among pupil premium students and other underrepresented groups in science education.

Understanding Science Capital

Science capital encompasses an individual’s science-related knowledge, attitudes, experiences, and social contacts. Research shows that students with high science capital are more likely to pursue science post-16 and develop a strong science identity. However, there is a significant disparity in science capital between different socio-economic groups, contributing to lower engagement and participation in science subjects among disadvantaged students.

Key statistics in this session highlighted the challenges:

  • Only 3% of Combined Science students progress to A-level Physics.
  • 43% of disadvantaged students achieve a grade 4 in English and Maths, compared to 72% of their wealthier peers.
  • Only 8% of KS4 students conducted practical work fortnightly in 2023.

Strategies for Building Science Capital

The session explored practical strategies for increasing science capital in classrooms:

  1. Context-led learning – Making science relevant by linking lessons to real-life experiences, current events, and students’ personal interests.
  2. Practical science and hands-on learning – Increasing engagement through frequent practical work, which enhances retention and critical thinking.
  3. Representation and role models – Highlighting diverse scientists to help students see themselves in science.
  4. Extracurricular opportunities – Encouraging STEM clubs, science trips, and media consumption outside the classroom.
  5. Widening perceptions of STEM careers – Showing how science is used in various professions beyond traditional STEM roles.
  6. Community collaboration – Partnering with parents, local businesses, and industries to provide real-world science connections.

Resources and Support

Attendees were introduced to Pearson’s context-led qualifications, such as Salters-Nuffield Advanced Biology and Salters-Horners Advanced Physics, which integrate real-world applications into learning. Additionally, various grants and funding opportunities for STEM education were highlighted, providing financial support for science projects and student engagement initiatives.

This session emphasized that raising science capital is essential for fostering long-term interest and equity in science education, ensuring that all students, regardless of background, can see science as “for them.”