Resources originating from the Chemistry for All project to support careers, clubs and chemistry projects in schools
The Chemistry for All project, funded by the Royal Society of Chemistry, was set up to explore and address barriers to participation in UK chemistry undergraduate study through a longitudinal project. The Chemistry for All research report, the key element of the project, focuses on the research questions, data analysis, and inferences from this longitudinal project. Findings relevant to outreach providers, education policymakers, teachers and parents are included in the summary report.
Some of the resources that were used by activity providers as part of outreach work for this project will be offered on this page, to support those planning and creating outreach activities of their own. The resources are organised into three groups:
- Careers activities
- Science club resources
- Project resources
Activities can be used in chemistry lessons or given as homework to alert students to careers in chemistry and the pathways and qualifications leading to chemistry careers.
Chemistry for All, recommended that careers advice and information about the range of courses and qualifications available with a post-18 chemistry qualification needs to start in early secondary school; this will help more students realise that there are a range of paths that they can take. The project also found that recognising the value and importance of chemistry, and appreciating how chemistry can lead to interesting and well-paid jobs strongly related to future aspirations.
Resources and links
175 faces of chemistry, celebrating diversity in science.
Science club resources
Resources for use in context and application-led interventions in a sequence of timetabled lessons, science clubs, revision sessions or an off-timetable day.
The Chemistry for All research findings confirmed that learning experiences (interactive learning, practical learning, using chemistry to understand the world outside school and attending science clubs) was linked to higher aspirations, better perceived value of chemistry, interest in chemistry, self-confidence, and the wider value of chemistry to society. The Chemistry for All programme provided these various experiences, including science/chemistry clubs, practical demonstrations and workshops, and various other activities.
Longer, practical project activities, designed for off-timetable chemistry days in schools, campus visits or to take place over several chemistry lessons.
Chemistry for All found that providing students with the opportunity to take part in hands-on practical lessons, engagement with science extra-curricular activities and showing how science relates to everyday life were all positively associated with students’ aspirations to continue with non-compulsory science and chemistry.