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Towards STEM fluency A cross-curricular Key Stage 3 project.

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Presentation on theme: "Towards STEM fluency A cross-curricular Key Stage 3 project."— Presentation transcript:

1 Towards STEM fluency A cross-curricular Key Stage 3 project

2 Why is cross-curricular learning beneficial to pupils? Pupils motivated to learn through engaging and authentic topics Better learning and understanding in individual STEM subjects Enhanced learning of cross-curricular skills Improved ability to transfer learning across subjects Greater appreciation of the complex issues Greater ability to tackle complex problems

3 Why cross-curricular STEM now? Sainsbury review 2006 The National STEM programme Revised National Curriculum 2008 Changes in KS3 assessment

4 The National STEM programme Improvement in teacher training and professional development Improved STEM learning in classroom and in enhancement activities Better take up of STEM subjects post GCSE Wider STEM participation and careers

5 Why teach integrated STEM in the classroom? Outside of schools STEM disciplines powerfully interact to change the way we live The disciplines themselves are not fixed and have evolved over time A silo mentality in schools can mean that opportunities for deeper learning are missed Pupils need to be able to make decisions and choices based on a number of different types of evidence STEM disciplines share many key common areas of interest STEM subjects require many common skills

6 A Nuffield Key Stage 3 STEM pilot The Games

7 Phase 1 Pilot - The Games Three cross-curricular units of 8 hours each Science, Maths and D&T Written by teachers Edited by curriculum developers Flexible delivery model Free resources Piloted in 15 schools

8 The development process Recruitment of teachers in STEM teams PAL lab creative residential workshop Writing workshops Wiki writing and editing Collaboration through an expert community Small group peer assessed writing


10 Velocity AT1 Fit For Purpose Going for Gold


12 Professional development “It is a fantastic way for teachers from different subject areas to collaborate on learning ideas for pupils. It is something I am really interested in and find that everyone is so busy that they cannot make time for this. However this venture facilitates this collaborative planning”

13 Nuffield Games pilot 15 schools in East Sussex, West Sussex, London, Kent, Sheffield Pilot 3 pods in summer term 2009 CPD delivered by core STEM team Support with immersion delivery Evaluation of process, materials and impact Develop online pilot community

14 Integrated STEM learning Science DT Maths STEM Cross- disciplinary Integrated STEM Thematic M S DT

15 STEM Score

16 Phase 2 aims Develop a STEM fluency in pupils by engaging them with relevent and authentic issues and applications. Develop pupil autonomy in learning through project work and explicit teaching of learning skills Exemplify a range of starting points, active pedagogies and frameworks. Produce training tools which help teachers’ develop their own cross-curricular models.

17 A STEM Taxonomy How could STEM disciplines interact in a crisis? How could STEM disciplines interact to make useful things? How do STEM disciplines interact to improve design? How do STEM disciplines interact to investigate a research question? How do STEM STEM disciplines relate to big overarching ideas? How do STEM disciplines interact to produce and use key artifacts?

18 STEM across disciplines cycles feedback growth 2D to 3D risk ratio boundaries

19 STEM Enquiry Cycle




23 Lessons from Nature A user trip for design for sustainability Waste is food Diversity is strength Systems are cyclic rather than linear Systems are stable Systems reduce toxicity Systems are powered by sunshine Systems are resilient Ken Webster Sense and Sustainability

24 Phase 2 Pods Each pod will consist of 5 hours classroom based activities 1. Lessons from nature 2. A city like a forest 3. A house like a tree 4. A product like a natural material 5. Materials through replication (iteration) 6. Open ended enquiry based pod

25 Activity 1 - Designing pods In groups consider the overall pod challenge What kind of knowledge and understanding will pupils need in order to meet this challenge What will pupils need to be able to do to meet this challenge What activities will promote this learning The pod should consist of approximately 5 hours classroom based learning and include science, maths and D&T activities

26 A devolved curriculum project Teachers can:- Create shared resources Help shape the curriculum Collaborate with other departments/schools Drive their own professional development

27 DIY STEM Toolkit Interdepartmental planning tools Curriculum audit tools Creativity prompts Pedagogy guidance Writing templates Multimedia guidance Assessment advice Delivery model options Promotional materials for stakeholders Case studies Support from an online community

28 An Invitation

29 Towards STEM fluency A cross-curricular Key Stage 3 project



32 School Priorities SEAL Accelerated Learning G&T PLTS APP Attainment Engagement Student voice

33 What are the Personal, Learning and Thinking Skills? Independent enquirers Creative thinkers Reflective Learners Team workers Self-managers Effective Participators

34 STEM Wiki

35 Ownership

36 What type of learners? Pupils who:- can explain the role of individual STEM disciplines in a range of authentic interdisciplinary applications can access and apply the appropriate skills and STEM knowledge and understanding to a range of challenges and questions make a choice about further study of STEM subjects

37 STEM Score

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