Girls, STEM and Success: Testing How Different Surfaces Emit Infrared Radiation
Year 7 Pupils Enjoy Hands-on Science Learning with New STEM Resources
Science truly comes to life when curiosity meets hands-on discovery, and this term our Year 7 pupils have been busy doing exactly that. With guidance from our STEM Development team, the girls stepped into the role of scientists, exploring the fascinating world of infrared radiation through practical investigation and real-time data collection.
Using digital thermometers, an infrared detector and an infrared camera, pupils tested how different surfaces emit infrared radiation. As they gathered and compared results, they quickly discovered that accuracy matters. Small variations in surface type led to clear differences in readings, helping pupils understand not only what happens in science, but why precision, careful observation and repeat testing are so important. The experience encouraged thoughtful discussion, critical thinking and confident questioning – all essential scientific skills.
This hands-on approach is just the beginning. Over the term ahead, pupils will continue to deepen their understanding through practical work with electrical and magnetism equipment, bringing abstract concepts to life through experimentation. In Chemistry, new pH meters will allow pupils to investigate acidity and alkalinity with accuracy, reinforcing the importance of reliable data and scientific method across disciplines.
We are incredibly grateful to everyone who has helped support our investment in new STEM resources. These tools enable our pupils to explore, experiment and develop confidence in scientific enquiry from an early age, nurturing curiosity and a genuine love of learning.
Why Girls Thrive in STEM at All-Girls Schools
How single-sex education boosts confidence, participation and achievement in science, technology, engineering and maths
For too long, the idea has persisted that science, technology, engineering and maths are “harder” for girls to access or enjoy. Yet research consistently shows that when girls are educated in all-girls environments, not only do they participate more in STEM subjects – they thrive.
Across the UK, girls in single-sex schools are significantly more likely to study STEM subjects at GCSE and A-level than their peers in co-educational settings. They are almost three times more likely to take Physics and Further Mathematics, and uptake of Chemistry, Biology and Computer Science is substantially higher. These are subjects where girls are often underrepresented nationally, yet in girls’ schools they are chosen with confidence and ambition.
Research from Monash University (Australia) found that girls in single-sex schools were more likely to study chemistry, advanced maths and physics than girls in mixed settings , for example 8.9 % vs 4.8 % in advanced mathematics and 27.6 % vs 15.4 % in chemistry. Meanwhile research compiled by the Girls’ Schools Association (GSA) states that girls in single-sex schools are:
- 4× more likely to apply for maths degrees.
- 2× more likely to pursue physical and biological sciences.
- 40% more likely to apply for engineering degrees.
- Girls’ school alumnae show strong representation in STEM careers with 50% having worked in a STEM-related field at some point, compared to just ~8 % women in the overall UK STEM workforce.
This difference isn’t about ability – it’s about environment. In all-girls schools, girls are more likely to see themselves as scientists, engineers and problem-solvers. They are more willing to take intellectual risks, ask questions, and lead practical work without fear of judgement or comparison. STEM classrooms become spaces of collaboration rather than competition, where curiosity is encouraged and confidence grows naturally.
The impact continues beyond school. Studies show that girls educated in single-sex environments are far more likely to apply for STEM degrees at university. They are up to four times more likely to apply for mathematics degrees, twice as likely to pursue physical or biological sciences, and significantly more likely to consider engineering. This translates into real-world outcomes, with girls’ school alumnae disproportionately represented in STEM careers compared to national averages.
Crucially, this success is underpinned by strong academic outcomes. Government and independent research indicates that girls in single-sex schools often outperform their co-educated peers in maths and science, while also reporting higher levels of confidence and self-belief in these subjects.
Read about Girls’ STEM in Action at Queen Mary’s or browse our list of academic and STEM blog articles.
