Role up! Role up!

Rachel Beddoes and Louise Maule

09:00-10:00, Friday 1 July

Session description

If you want some help with answering the students' question "When will I ever need this?" Then this is the session for you! Discover the impact that using role models in your classroom can have on your students; busting myths, reaching under represented groups, raising aspirations and increasing confidence and engagement with mathematics. You will meet role models who will share their unique stories and give you insight into the amazing careers that are now on offer to your students - including some that they may not have even heard of! You should leave this session knowing how easy and effective it is to link careers with the maths curriculum and confident that you now have the tools to make those connections for your students.

Both Primary and Secondary teachers will benefit from this session, although it is particularly suitable for teachers of KS3 and KS4 as well as Careers Leads and other STEM teachers

Interests: KS3 and KS4Enrichment

About the speakers

Rachel is the Girls' Participation Coordinator and Careers Lead for MEI and has been working for them on the AMSP since September 2018. Previously, she taught maths for 20 years and was also a STEM Coordinator, working with businesses to convince students of the utility of maths through its various applications and the different careers that studying STEM subjects could possibly lead to. Rachel is passionate about making students (and teachers and parents) aware of the importance of studying maths after GCSEs and the vast and varied careers that doing so can lead to

Louise is currently the Maths4Girls Project Lead at Founders4Schools. Originally a secondary biology teacher and more recently as a Lead Practitioner for a Learning Trust of primary and secondary schools, Louise led a DfE funded STEM Learning regional programme of CPD for science educators. Amongst many other things, Louise focussed on a number of strategies to improve STEM careers awareness, highlight unconscious gender bias in STEM, and improve Science Capital in students. This included leadership of ‘Aspire to STEM’ partnerships which tackled low aspiration in deprived areas through improving teaching, leadership, and careers information.