Rutherford Schools Physics Project

A new five-year project aimed at developing the skills of sixth-form physicists has been awarded a £7 million grant by the Department for Education.

The Rutherford Schools Physics Project, led by Cambridge University Professor of Theoretical Physics Mark Warner, and Cavendish Laboratory Outreach Officer Dr Lisa Jardine-Wright, will work collaboratively with teachers, schools and other partner universities to deliver extension materials, on-line learning, workshops for students and support for physics teachers.[...]

The project will also work closely with its two sister initiatives, the Cambridge Mathematics Education Project, led by Professor Martin Hyland and also supported by the DfE, and “i-want-to-study-engineering.org”, led by Professor Richard Prager and supported by the Underwood Trust.

Since Archimedes, mathematics and physics have been inseparable, and the interdependence continues into the 21st century — Professor Mark Warner

Rating of mathematics in universities of the world

  1. University of Cambridge
  2. Massachusetts Institute of Technology (MIT)
  3. Harvard University
  4. University of California, Berkeley (UCB)
  5. University of Oxford
  6. Princeton University
  7. University of California, Los Angeles (UCLA)
  8. Stanford University
  9. (=10) ETH Zurich (Swiss Federal Institute of Technology)
  10. (=9) National University of Singapore (NUS)

British universities in the top 50:

1. Cambridge
5. Oxford
12. Imperial
23. Warwick
38. Bristol
46-49: Manchester (shared with Nanyang Technological, Auckland and Queensland)

Report from Demos: Detoxifying school accountability

A report from Demos, published today. From Executive Summary:

This report strongly argues that the current model of accountability is profoundly toxic and is failing to achieve its stated goal of improving education. It sets out an alternative
regime, which would allow all children to achieve their potential, while ensuring the quality of education in schools is of a high standard. [...]

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Labour would reverse Gove’s A-level plan

From BBC:

Labour will reverse many of the coalition’s changes to A-levels if it wins the next election, shadow schools minister Kevin Brennan has told England’s exam regulator.

In a letter to Ofqual, Mr Brennan said Labour could not support “a policy that undermines both rigour and equity”[...]

Mr Brennan, writing to the chief exams regulator, Glenys Stacey, said “the weight of opposition” to decoupling the two sets of qualifications [A and AS levels --AB] was “overwhelming

He said the move would narrow students’ A-level choices, remove a key indicator for assessing university applicants and undermine progress in widening access to higher education. [...]

I understand that the secretary of state’s position on this constitutes a policy direction to you, but in undertaking your work we think that it is important to signal clearly what our position will be following the next general election.

It is on this basis that I write to you to inform you that a future Labour government in 2015 would not proceed with the decoupling of AS and A-levels.

The letter says that under Labour AS-levels would continue to be building blocks towards A-levels and students would continue to choose which AS-level subjects they take as full A-levels.

Mr Brennan also raises concerns about other aspects of the government’s plan, including “linear assessment for all subjects at the end of two years of study, the rushed timetable for implementation, and the limited evidence base on which the proposals have been made“.

A Labour spokesman added that further consultation with subject experts was needed before deciding the exact form of assessment for each A-level.

Read the whole article.

 

Children learn to tie shoelaces later than ever before

One of many cultural shifts undermining the traditional model of mathematics education: loss of dexterity in children. From The Telegraph:

Today’s children may be whiz kids at hi-tech gadgets, but they now learn to tie their shoelaces at a later age than ever before, a new report has found.

Few master the art before the age of six, and some still have difficulty tying their own laces when they are nine or ten years old, it is claimed.

The findings represent a major shift in social habits – just thirty years ago, being able to tie shoelaces was regarded as a skill to be learnt by the age of four, but changes in shoe design and footwear fashions means the skill is no longer essential until much older.

Gary Kibble, retail director for Littlewoods.com who carried out the study, said: “Today’s children now learn how to operate complex technology long before they know how to tie shoe laces. They understand navigation paths and algorithms – yet still don’t know how to make a knot.

Read the whole article.

Alan Turing musical is a surprise success

From Richard Webb’s review in New Scientist of The Universal Machine at London’s New Diorama Theatre :

 A musical rendition of such a complex and delicate subject matter stands a high chance of going very wrong. It is to the enormous credit of the Pit theatre company that it goes mostly very right. A few unnecessarily jarring comedic interludes aside, this is an engaging, nuanced and ultimately moving piece of theatre.

Read the review.

Funding for Further Mathematics Support Programme

Reposted from EdExec:

Funding for the Further Maths Support Programme is to be expanded to provide professional development for teaching staff.

Education minister Elizabeth Truss has announced that funding for the Further Mathematics Support Programme (FMSP) is being expanded to £25m over five years.

The aim of the FMSP is to increase the number of students studying further mathematics A level. Funding is used to target schools and colleges where no students are currently taking further maths, providing support to improve and extend their mathematics provision.

Read the whole story.