How can we come to understand potential barriers to a STEM curriculum?

This paper argues that the curriculum as it is currently implemented in schools and colleges ???black-boxes??? knowledge in such a way that is likely to be detrimental to students becoming competent in applying their knowledge, skills and understanding in Science, Technology, Engineering and Mathematics (STEM). Indeed, the barriers that result, it is argued, due to the pressure to proceduralise the application of knowledge militate against learners developing understanding in schools and colleges in much the same way as we observe workers carrying out their daily routines in workplace situations. This may be hugely detrimental to students as they attempt to become competent across STEM.The paper draws on a number of the author???s previous research projects and synthesises previous analyses to support this assertion. On-going analysis from a recently completed research project draws particular attention to how the measurement of performance of schools and colleges, by aggregating the performance of individual students, reported in league tables supports a system where programmes and pedagogies that might better support STEM learning have difficulties in establishing themselves.