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As a chemistry teacher with 34 years experience I hope I'm bringing a lot to the classroom. Mainly delivering A level chemistry means I have seen many changes and revision of the A level curriculum. Whilst I welcome wholeheartedly reintroduction of the linear approach and thankfully the death of the ISA, I have noticed that with the increase in maths skills there has been a decline in girl's results. This is not just a pattern I have noticed but in some of the "top" independent girls's schools in Britain.
Girls, in general, have less confidence in their maths skills and applying these to novel situations. I am fortunate, having taught linear, to be able to help them overcome these perceived obstacles. Unfortunately in the current climate experience is valued less than cost. Any graduates coming into teaching will have been taught using the modular approach and will not see chemistry as a holistic subject.
Why the government is giving golden handshakes to try and attract new people into chemistry traching, those with greater experience are sidelined. In th old days I would probably have earned the respected title of LEA advisor. Now my salary has stagnated, my workload has increased dramatically. Much as I love the model of eliciting, valuing and linking and tend to do this on a matter of course, the problem lies in the quality of the teacher in the classroom and the ability to see the whole picture.
I believe it is the responsibility of the Royal Society of Chemistry to lobby the government to recognise the value of experienced STEM teachers and keep them engaged in the profession if they wish to engage future scientists.

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