towards stem fluency a cross-curricular key stage 3 project
TRANSCRIPT
Towards STEM fluency
A cross-curricular Key Stage 3 project
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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
Why cross-curricular STEM now?
• Sainsbury review 2006
• The National STEM programme
• Revised National Curriculum 2008
• Changes in KS3 assessment
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
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
A Nuffield Key Stage 3 STEM pilotA Nuffield Key Stage 3 STEM pilot The GamesThe Games
A Nuffield Key Stage 3 STEM pilotA Nuffield Key Stage 3 STEM pilot The GamesThe Games
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
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
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Velocity AT1
Fit For Purpose
Going for Gold
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Professional development“I think that the project is a very brave undertaking and I am both privileged and proud to be associated with it. It isn't often thatwe are given the time and freedom to be creative in the way that we structure and approach learning - this project has provided ample opportunity for both”
“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”
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
Integrated STEM learning
Science DT
Maths
STEM
Cross-disciplinary Integrated STEM Thematic
M
S DT
STEM Score
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.
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?
STEM across disciplines
cycles
feedback growth
2D to 3D
riskratio
boundaries
STEM Enquiry Cycle
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
Phase 2 PodsEach pod will consist of 5 hours classroom based
activities
1. Lessons from nature2. A city like a forest3. A house like a tree4. A product like a natural material5. Materials through replication (iteration)6. Open ended enquiry based pod
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
A devolved curriculum project
Teachers can:-
• Create shared resources
• Help shape the curriculum
• Collaborate with other departments/schools
• Drive their own professional development
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
An Invitation
www.nuffieldstem.org
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Towards STEM fluency
A cross-curricular Key Stage 3 project
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School Priorities
• SEAL• Accelerated Learning• G&T• PLTS• APP• Attainment• Engagement• Student voice
What are the Personal, Learning and Thinking Skills?
• Independent enquirers• Creative thinkers• Reflective Learners• Team workers• Self-managers• Effective Participators
STEM Wiki
Ownership
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
STEM Score