1. Designing for STEM
August 2016

2. How do we best prepare
students to operate in an economy that has moved from a Knowledge Economy to a Thinking Economy?

3. How do we best prepare
students to operate in an economy that has moved from a Knowledge Economy to a Thinking Economy?

4. What are we learning from existing STEM practice?
After school clubs for interested students.
STEM days within term time for whole cohorts.
Timetabled periods for STEM often for select groups rather than whole year groups.
STEM Saturday events.
STEM expos
Picture Happiness

5. What are we learning from existing STEM practice?
If there is support for STEM from school leadership team then there are STEM Coordinators and flexible spaces, such as Maker Spaces are being created.
Problem-based learning (PBL)  suits integration of STEM as it provides authentic opportunities for students to learn. During PBL students:
Collaborate
Communicate
Critically Think
Creatively Problem-Solve.

6. What are we learning from existing STEM practice?
If STEM is so important then it should be delivered within the curriculum. There is recognition of the need to support and coach teachers into these new ways of teaching and learning .
Grow an approach from primary through secondary that includes and engages all students progressing both to University and TAFE.

7. What tasks will engage students in STEM Learning?
Authentic problems, set in a real-world context, with real world data and apparatus where possible.
Open-ended, ill structured tasks that lead students into inquiry/design/problem-solving processes.
Links to Industry where possible.
Students need to feel ownership of the problem and the tasks.

8. What pedagogies will engage students in STEM Learning?
Multi-faceted problems leading to optional areas of extension.
Production, evaluation, reflection, communication, advocacy and action-oriented processes maximise learning engagement.
Self-evaluation and reflection to assist students to understand the skills they are learning.

9. How can teachers plan a STEM activity?
Need to map to the science, mathematics and technology syllabi.
Interdisciplinary learning requires team-based teaching and cross-disciplinary programming.

10. http://www. ted. com/talks/diana_laufenberg_3_ways_to_teach

11. Develop a brief for a STEM activity for Year 7
How do we identify a problem or context to use for the resource?

12. Starting Point… The Curriculum
The WA Curriculum has been written to… enable young Australians to engage effectively with and prosper in a globalised world.
The Western Australian Curriculum must be both relevant to the lives of students and address the contemporary issues they face.
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia's engagement with Asia
Sustainability
Teachers may find opportunities to incorporate the cross-curriculum priorities into their teaching and learning programs.
The cross-curriculum priorities are not assessed unless they are identified within the core content of the Western Australian Curriculum.

13. Aboriginal and Torres Strait Islander histories and cultures
The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world's oldest continuous living cultures.
This knowledge and understanding will enrich their ability to participate positively in the ongoing development of Australia.

14. Asia and Australia’s engagement with Asia
This priority provides a regional context for learning in all areas of the curriculum. It reflects Australia's extensive engagement with Asia in social, cultural, political, and economic spheres.
This priority will ensure that students learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world.
Asia literacy provides students with the skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.

15. Sustainability
Sustainability addresses our capacity to maintain all life.
Sustainable patterns of living meet the needs of the present without compromising the ability of future generations to meet their needs.
Actions to improve sustainability are both individual and collective endeavours shared across local and global communities. They necessitate a renewed and balanced approach to the way humans interact with each other and the environment.
Education for sustainability… enables more sustainable patterns of living. It enables individuals and communities to reflect on ways of interpreting and engaging with the world. Sustainability education is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence.

16. Sustainability… Global view

17. Also in WA… Office of Science: Priority Areas
Five areas have been identified in which the advancement and application of science can help broaden the economy and create a new generation of jobs.
These areas are:
Mining and energy
Medicine and health
Agriculture and food
Biodiversity and marine science
Radio astronomy

18. Also in WA… Office of Science: Priority Areas
Cutting across each of the five science priorities are areas of opportunity that can help WA achieve greater outcomes:
fostering a culture of science through education and engagement initiatives
developing WA’s emerging capability in data intensive science
building on the State's water science expertise
strengthening partnerships for effective collaboration.

19. General capabilities in the Curriculum
The general capabilities encompass the knowledge, skills, behaviours and dispositions that will assist students to live and work successfully in the twenty-first century.
All young people in Australia should be supported to become successful learners, confident and creative individuals, and active and informed citizens.
These describe individuals who can manage their own wellbeing, relate well to others, make informed decisions about their lives, become citizens who behave with ethical integrity, relate to and communicate across cultures, work for the common good and act with responsibility at local, regional and global levels.

20. Key elements of the resource
Problem?
STEM pedagogy
Learner’s context
MST Curriculum content

21. Develop a brief for a STEM activity for Year 7
Groups of 4
100 ideas in ten minutes – to get a project.
Use the scope and sequences provided.
Consider what is available in schools.
Collaborate to choose 1 idea that you can all work on.
Report back to whole group

22. Develop a brief for a STEM activity for Year 7
Groups of 4
Use the Scope and Sequence documents
Build a pitch for a Year 7 project using the template.

23. Acknowledgement
We acknowledge the influence and insights of the STEM Learning Project on the development of our presentation.

24. http://www. chiefscientist. gov. au/wp-content/uploads/SPI2016_release