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There are some kids who are destined to become the next Einstein. But what about those who can’t see past the flame of the Bunsen Burner?
 Most students understand that schooling matters but think it’s all about the qualifications. If they don’t like science and don’t want a qualification in it to further their career, why DO it?
Science lessons may become more specialised as we progress up the science ladder, but when compulsory, science education has much more to offer than facts about the blast furnace... honest!
 Literacy and numeracy are covered by English and Maths but Science allows students to develop many transferable skills: e.g. good communication, teamworking and problem solving. These are skills that are valuable forever. And ones that employers love!
Young people, whether they are going to continue in science or not, need a wider set of social and personal skills for their future, since the idea of a ‘job for life’ is fast becoming extinct. The job market is competitive so now’s the time for students to use their science lessons to develop these handy transferable skills.
"...90% of young people agree or strongly agree that school work is worth doing..."
To find out more, have a look at the report commissioned from Demos by NESTA’s Future Innovators programme, ‘Ready for the Future’.
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This Planet Science resource consists of science lesson activities for pupils aged 11-14, highlighting a different transferable skill and an example of someone using this skill in their non-science profession. Students can see that skills gained in science lessons can be used in whatever profession they choose to do later (and of course if they take science further).
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We’ve also come up with fabulous individuals who use some, if not all, of the transferable skills we’ve picked... and there’s not a scientist in sight! Don’t get us wrong, we love scientists... but sciencey skills are everywhere, not just in the lab.
 Case Studies Menu
Got an idea that you’d like to see here?
Contact Planet Science and we’ll see what we can do.
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'The processes of scientific analysis and investigation can involve the highest levels of creativity and insight. Discovery in science is not always strictly logical. It often results from unexpected leaps of imagination: from sudden moments of illumination in which the scientist grasps the answer to a problem and then sets out to verify it by calculation. This can be true for children setting out as for experienced scientists.'
National Advisory Committee on Creative and Cultural Education: 'All Our Futures' report (1999) p.35.
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