Building self esteem with regard to learning in science (physics) within a special school and for underacheivers in a mainstream setting

该项目旨在通过从更广泛的社区中引入榜样和灵感，并通过在学校和家庭中建立灵感和树立榜样，建立学生在科学学习方面的自尊。许多人对包括天文学和空间科学在内的一系列科学主题感兴趣，但当使用主流学生的国家数据进行比较时，他们的成绩显着不足。目前，在学校的所有学生在KS 4工作对入门级资格的科学与约50%也对GCSE工作。从2012/13年的24名女孩中，96%通过了OCR入门级科学，54%还通过了GCSE较低的成绩（E到G）。在过去10年中，没有学生在离开学校后继续学习科学或工程相关科目。考虑到这些较低的成绩，这也许并不奇怪，但不幸的是，学校内部有一种文化，这种文化延续了这样一种信念，即健康和美容，餐饮和儿童保育的职业是学生的主要前进方向。在过去三年中，离开学校进入职业学院学习的人中，52%的人学习了与这些部门有关的课程。这种情况不仅限制了女孩的职业抱负，还影响了她们参与社会和文化更广泛方面的能力。这些局限性会在后代中根深蒂固，如果没有积极的榜样，这种情况是不可能改变的。这所学校的许多学生在学习科学方面缺乏自尊心。“我不擅长数学和科学”是一个常见的口头禅。学校内部、家庭内部和更广泛的社区都需要榜样，他们可以与之联系，可以激励他们。家庭和学校中的榜样可能会产生最持久的影响。

This project aims to build student self esteem with regard to learning in science by bringing role models and inspiration into the school from the wider community and by building inspiration and establishing role models within the school and the home.I teach in a school for girls with learning disabilities. Many are interested in a range of science topics including astronomy and space science but they underachieve significantly when comparisons are made using national data for mainstream students. At present in the school all pupils in KS4 work towards an entry level qualification in science with about 50% also working towards GCSE. From the 2012/13 cohort of 24 girls, 96% passed OCR entry level science with 54% also passing GCSE with lower grades (E to G). No students have gone on to study science or engineering relating subjects on leaving school over the past 10 years. Given these lower grades this is perhaps not surprising but unfortunately there is a culture within the school that perpetuates the belief that careers in health and beauty, catering and childcare are the main ways forward for the students. From those who have left school to move on to vocational college courses in the past three years 52% followed courses associated with these sectors. Not only does this situation limit the girls' career aspirations, it also impacts on their ability to engage with wider aspects of society and culture. These limitations then become imbedded in future generations.Without exposure to positive role models this situation is unlikely to change. Many of the pupils at the school have poor self esteem with regard to learning in science. 'I'm no good at maths and science' is a common mantra. Role models are needed from both within the school, from within families and from the wider community to whom they can relate and who can inspire them. It is likely to be the role models from within the home and school who will have the most lasting impact.