At the small girls’ school where I am head of science, we’d noticed in recent years that a diminishing number of students wanted to study physics at A-level, or apply for physics and engineering-based subjects at university. We reached our lowest number three years ago, when we had no girls opting to take physics at all in the lower sixth, in contrast with classes of 12-15 girls studying chemistry and/or biology.

This under-representation is reflected nationally, with the Institute of Physics reporting that, in 2018, only 22.2 per cent of A-level physics entries were from girls.

But why? The Girls’ Schools Association has concluded that “research from different perspectives converges on the idea that there is little to no difference in boys’ and girls’ average ability at Stem [science, technology, engineering and maths] subjects”.

Representation in the field is clearly a factor, however. Try it for yourself: list the first five scientists that pop into your head. Now name five living people in Stem careers in the public domain. How many were women?

So, we set about increasing the number of female A-level physics students and started by speaking to science department staff. Some highlighted the importance of high-quality outreach in opening up the minds of younger students to the possibilities of Stem.

Others felt that looking critically at the science curriculum was key, along with better monitoring and intervention to target pupils struggling in science.

We also discussed expanding our extracurricular opportunities, with several teachers expressing an interest in leading mentoring projects that would use Stem to solve real-world problems.

Forces to be reckoned with

When two of our male physics teachers retired and moved on during this period, we found ourselves in the enviable position of being able to recruit two excellent young female physics teachers. These role models brought with them a different perspective on physics for the girls.

We started our curriculum changes with Year 7, focusing on the skills needed to be a good scientist, equipping pupils with the confidence to ask “How?”, “Why?” and “What if?” in an environment where all ideas were valued.

The previous Year 7 curriculum had been very knowledge-driven - so much so that it was sometimes quite a challenge to finish the course and, as a result, practicals often had to be rushed. This did not encourage independent learning or resilience.

Instead, teachers now focused on creating a “can-do” environment, where a growth mindset was encouraged. We introduced independent learning projects and the opportunity to undertake investigations within the curriculum and beyond it.

The Year 7 science club, which is led by students in Year 12, grew to be so popular that it had to be split over two days because only 20 people are allowed in the lab at one time. They’re also doing incredible outreach work, such as a recent Harry Potter-inspired potions lesson for Year 5 pupils.

The various Stem and engineering outreach events that we have been involved in - either as sole organiser or in a collaboration with other organisations - have reached more than 600 children in the past academic year, from Year 5 to upper sixth.

Astronomical success

Meanwhile, we are now using the data produced by regular and baseline testing to identify those who are underachieving and offer immediate intervention.

Self-tracking has been introduced, so that pupils don’t compare their results with others but instead compete against themselves at their own level and pace.

This year, we were delighted to welcome astrophysicist Professor Dame Jocelyn Bell Burnell to talk to our pupils about science and open our new dry physics laboratory, which is named after her.

Our physics GCSE results from last summer were 80 per cent A* or A (this compares with 33 per cent A* or A when I first arrived at the school). Nearly 50 per cent of students in physics A-level class that we share with the local boys’ school are now female, compared with 0 per cent a few years ago. For the first time, three of this cohort have now applied to study engineering at university and are acting as excellent role models for pupils in the younger years.

We will continue to expand our outreach, building collaborations with local and national organisations, and offering events to all local primary and secondary schools.

Going forward, I am expecting the number of girls undertaking extracurricular projects to grow. As the girls get older, they will become the role models and ambassadors, encouraging even more girls in each new year group to take up Stem subjects, especially A-level physics.

Dr Karen Marshall is the head of science at a small girls’ day school. She is also an AQA practical science adviser, a moderator and a judge for Big Bang projects

This article originally appeared in the 2 AUGUST 2019 issue under the headline “Girls need to feel the gravitational pull of physics”