STEM Case Studies
Many schools may wish to embrace the STEM agenda but are not certain where to start and are not ready to take a whole school approach by using the STEM Planning Tools.
Starting small by working within the STEM subject departments on a particular project can be a good start that then leads to a whole school approach.
The National STEM Learning Centre and Network has supported many of these projects in a variety of ways, some in conjunction with the NCETM. Schools that were supported were required to write a case study of their experience, which is intended as a stimulus for discussion amongst colleagues considering taking a similar approach to developing STEM in their school or college.
The case studies describe the focus area for the project, how it operated in practice, some advice on getting started and an insight into what impact schools identified.
Below are the publications and final reports produced by supported schools.
This booklet provides twelve case studies from STEM Knowledge Networks. These were projects supported by the National STEM Learning Centre and Network in partnership with the National Centre for the Excellence in Teaching Mathematics (NCETM). Schools were required to enable at least two or more STEM departments to...
At Bishop Challoner Catholic College in Birmingham, a STEM project entitled “Rockets in Motion” took place during the autumn term of the 2010-2011 academic year. The project ran through a series of after-school sessions led jointly by the science, technology and mathematics departments.
This project explored...
Students often seem uncomfortable when confronted with a science teacher talking about mathematics in a science lesson or a design and technology teacher talking about science in a design and technology lesson.
Karen Laws, a secondary science teacher at Hinchingbrooke School who had trained as a primary...
Does STEM Enhance Cross-Curricular Learning within the Gifted and Talented Cohort at Key Stage Three?
Teachers often battle with students’ inability to make links between their learning across subjects. For example: in science, after collecting data from an experiment, students are required to draw a graph of their results and describe what the graph shows. As as soon as the graph paper is out students usually...
|Age||7-11, 11-14, 14-16, 16-19|
|Published||2010 to date|