It’s been attributed to the ‘geek chic’ of Professor Brian Cox and the alluring technology of companies such as Apple – but scientists are still seeking the answer to the big question: what is behind the surge in enthusiasm for physics?

Delighted commentators from the world of science have noted a 17% rise in applications for physics courses at university and an increase – for the fifth consecutive year – In the number of students taking A-level physics.  The Institute of Physics has said that, for the first time since 2002, physics is back on the list of the top ten most popular subjects.

For LSIS, the headline-grabbing debate has helped raise the profile of STEM at a time when it is assessing the impact of its own hugely successful programme of nationally focused and regionally delivered STEM activities. 

This important work has featured a wide range of projects to engage and motivate learners – and inspire the kind of enthusiasm for STEM subjects now attracting media attention.

Over the past year, LSIS has made a major contribution to the national STEM agenda. The ultimate aim is to provide employers with the skills they need in their workforce, to boost the country’s global competitiveness and to make the UK a world leader in science-based research and development. 

LSIS’s prime focus is on improving the quality of STEM teaching and learning.  It has placed great emphasis on sector-led activities, funding channelled directly to the front-line, sharing of effective practice, and building capacity for self-improvement in STEM provision.

Achievements have included:

•  establishing nine LSIS Regional STEM centres which deliver a rich menu of continuing professional development (CPD) activity, support action-based research projects, promote knowledge transfer and employer engagement, and foster STEM practitioner communities;
•  launching the LSIS STEM Fund which has seen almost £1.4million shared across the sector for dynamic projects such as training more teaching and learning ‘change agents’ in the STEM subjects, using ‘space’ as a topic to engage learners, promoting sustainability and the low carbon economy, and improving STEM careers information and guidance;
•  providing STEM special project grants of up to £10,000 to support providers working on Big Bang in a Box events, the BLOODHOUND Supersonic car challenge, and a variety of research initiatives;
•  recruiting regional STEM advisers to play a key role in disseminating project findings, outcomes and resources through regional channels; and
•  offering resources developed as a result of such projects on the new LSIS area of the National STEM Centre website.

The regional STEM centres are now well established and have been supporting learning and skills providers in a myriad of ways.  They also benefit from the backing of partners such as the National Science Learning Centre, the National Centre for Excellence in the Teaching of Mathematics and the Royal Academy of Engineering.

To build on this work, the LSIS STEM team has now identified priorities for the new academic year.  These include support for failing and grade 3 provision, improving the quality of learning and teaching with an emphasis on mathematics, science and engineering, and raising the profile of STEM within the sector.

Another key development this year will be to create STEM leads within provider organisations. This will help to bring extra momentum to STEM initiatives at strategic and organisational level. 

See the LSIS website for further information on LSIS STEM support.