Ellen Harper is a masters student currently working at Poolpod and works on getting people with restricted mobility swimming...

This guide to disruptive technologies provides ideas and rationale for why disruptive technologies should be taught as part of the Design and Technology secondary and post-16 curriculum. It provides examples of disruptive technologies, discusses how they might be introduced in a classroom setting and supports in...

This set of subject criteria were produced by the Qualifications and Curriculum Authority (QCA) in 2006 for Awarding Bodies to produce design and technology specifications for teaching in England, Wales and Northern Ireland.

AS and A level subject criteria are intended to set out the knowledge, understanding...

This set of subject criteria were produced by the Qualifications and Curriculum Authority in 2006 for Awarding Bodies to produce AS and A level science subject specifications, in biology, chemistry, physics, psychology, geology, electronics and environmental science.

AS and A level subject criteria are...

Written in 2004, this is a report by the Qualifications and Curriculum Authority (QCA) reviewing standards over time in design and technology A levels between 1978 and 1998.

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Published by the Wellcome Trust in October 201, this report looks at how one-year postgraduate Initial Teacher Training (ITT) courses in England and Wales support trainees’ acquisition of subject knowledge and topic specific pedagogy across the sciences.

The study, which was the first of its kind to look...

Published by LSIS, these booklets summarise the STEM action research projects carried out by 16-19 institutions across the UK. They include a brief summary of the research and findings on topics such as: using electronic notebooks, electronic learning, peer review, computer-based assessment, kinaesthetic techniques...

These research reports, published by LSIS, describe a wide range of projects that have been performed by providers of post-16 education and training. The research has been performed by practitioners in STEM subjects in diverse institutions.

A collection of STEMNET case studies which profile activities completed by STEM Ambassadors. The activity case studies accompany a set of career case studies which describe the roles of the STEM Ambassadors who lead the activities. STEM Ambassadors are volunteers of all ages working in a range of STEM-related roles...

In this STEMNET activity case study, design engineer and STEM Ambassador David Bennett describes how valuable he believes STEMNET activities are for schools.

David devotes about two days per month to STEMNET activities. He helps with careers events, advising students on what employers are looking for, how to...

This STEMNET activity case study describes Jenny Tillotson's work as a STEM Ambassador. Jenny's activities include speaking at schools, running workshops and offering internships in her company, Sensory Design and Technology Ltd. Her presentations look at science fiction and fashion and include film clips and...

In this STEMNET activity case study, Graduate Engineer Andrew Keen describes a 'real life' project that he designed for sixth formers which involved developing an engine component. The Fuel Systems Team of his company was so impressed with the project that it is now working on a prototype component.

Andrew...

This STEMNET activity case study describes the many activities that STEM Ambassador Caron Malone has been involved with. These include designing and making 'intelligent clothing' with primary school children, a Smart Energy workshop and careers day talks. Caron is particularly keen to involve more girls in STEM...

Introduction to the Grand Challenge resources

This resource forms part of the ageing society resources from the Grand Challenges resource collection.  The introductory video can be found here.

The ageing society – level 3 resource package consists of activities designed to run for around two to three hours...