School-developed workbook Smaller individual projects One large class project Extension activities in unit of work Usual KLA classrooms No modifications Formative assessments, including use of (separate) mathematics and TAS workbooks Bellingen High School Class Year 8 Entire cohort Teachers All KLA teachers in each class, [simultaneously with combined class] For teachers Improved understanding of: cross-curriculum links between subjects true nature of STEM and its application Improved: communication collaboration negotiation skills For students enjoyed the experience were fully engaged throughout the process learned to work with other students Topic Students designed a structure to withstand earthquakes Students and teachers chose the topic together Timetable 4 periods per fortnight over 20 weeks: 2 x STEM 1 x science 1 x mathematics Groups Student-formed friendship groups Teachers adjusted according to skills Unique features Recommend smaller size in future Learning spaces Science and maths classes in labs with group seating TAS in usual workshops Assessment ePortfolio in Google Classroom for top classes Teacher assessment and peer assessments in all classes Bowral High School Class Year 7 Students selected show an aptitude towards or higher ability in STEM Teachers One teacher from each science, maths and TAS were chosen through an EOI Workload shared equally between the teachers, including mentoring For teachers exposure to other syllabuses and potential teaching methods improved understanding of content delivery of other KLAs benefit of cross KLA collaboration and content delivery improved staff wellbeing through interactions For students Topic - teacher chosen Design a transport vehicle that is not reliant on fossil fuels, within a budget Timetable 3 hour STEM block every Wednesday morning - taught by a TAS teacher Additional 1 period from each of and science. Groups Initially, students formed groups As the project progressed, teachers altered the groups; sometimes based on skill sets Unique features Learning spaces Assessment
solving a real problem working with industry partners developing between learning and future careers skills in using a range of Google Apps to collaborate with peers Use of Meccano and Lego sets STEM project ran for 13 weeks as the 3-hour block/week, then extended as the STEM class for the rest of the year Planned to continue next year under a different model Dedicated STEM classroom No modifications Formative and summative assessment used throughout. Students were assessed on: completion of all components of the challenge presenting information working individually and in Assessment rubrics where provided to students at the beginning of the project Burwood Girls High School Class Year 7 Entire cohort at different over the project Teachers TAS teachers only For teachers collaboration across faculties increased awareness of and skills in other syllabus content improved collegial relationships great satisfaction seeing improved student engagement For students improved problem solving skills and teamwork confidence to take risks and try new ideas practical, real world skills satisfaction while creating and innovating Topic - teacher chosen Design, construct and test a device to deliver a projectile to a target Timetable 8 weeks 4 periods of TAS every two weeks 4 additional periods from science to TAS Science and mathematics content integrated into TAS classes Groups Students and teachers groups together, within each TAS or science class Some friendship groupings 3-4 students/group Unique features None Learning spaces TAS classroom No modifications Assessment Formative assessments used ePortfolio on Google Drive: design ideas evaluation sheets, videos, photos Moodle for tracking students’ learning completion to demonstrate catapults. Campbelltown Performing Arts High School Year 8 Students selected on NAPLAN and Literacy and Numeracy continuum results Teachers STEM was taught by the three STEM KLA teachers - Science, TAS and maths.
For students renewed interest in STEM subjects Topic - teacher chosen Design a solar-powered racing car Timetable 10 to 11 weeks 1 period per cycle allocated from each of science and mathematics (2 periods) Usual TAS classes Allocation was flexible, depending on the stage of the project Groups Student-formed groups Teachers used discretion to alter groups according to student abilities Unique features None Learning spaces Usual KLA classrooms No modifications Assessment Detailed design folio: design and evaluation sections proposal, research, concepts and procedures presented in slideshow, video, oral presentation or documents Science and maths provided the theoretical work within the portfolio Tank’ model competition as final assessment Cherrybrook Technology High School Class Year 8 Two classes formed: One based on student interest and skill in mathematics and science Other class chosen randomly Teachers Primarily taught by TAS teachers Other faculty teachers swapped periods (with TAS) as required For teachers Better of how to deliver STEM content and assess STEM skills in an integrated fashion For students Understanding how STEM skills cohere in real-world problem solving Topic - teacher chosen Design, make and evaluate a land-based vehicle to deliver water to rural and remote communities Timetable 20 weeks 6 periods per fortnight Groups Student-formed friendship groups Modified by teachers for classroom management purposes, as required Unique features None Learning spaces KLA classrooms No modifications Assessment Research of topic Presentation of findings and solutions powered
For students experienced STEM and learning able to use technology that they were not exposed to previously Identify an aged care or disability issue and design and build a robot to improve the quality of life of users 4 periods per fortnight in usual KLA timetables Some lessons timetabled concurrently to enable team teaching Each member had a specific role Unique features Use of Lego robotics kits Learning spaces Dedicated STEM learning space Space enlarged and fitted with flexible furniture to allow different grouping structures and work spaces Assessment Two mid-project assessments; one focussed on students’ skills in Lego Summative assessment included: portfolio video log completed robotic tool Murrumburrah High School Class Stage 4 Entire cohort Teachers 2 x TAS teachers Same content, taught independently For teachers No extra benefits as a result of integrated STEM For students experienced something new Topic - teacher chosen Design and construct two rockets, one water powered and one air powered, aimed to outperform other rockets Timetable 10 weeks 5 x 1-hour periods per fortnight Groups Student-formed friendship groups Teachers modified groups as necessary Unique features Used rocket kits Future implementation may require increased teacher support and expertise Learning spaces KLA classrooms No modifications Assessment Design folio, including sketches, modifications, decisions final design solution Normanhurst High School Class Year 8 Entire cohort Teachers Teachers from each of science, TAS and maths - teacher chosen Investigate the science and mathematics of musical instruments and construct instruments to test the Timetable 10 weeks Delivered in Term 1 in science and maths classes Groups Student-formed groups Each group developed a group agreement based
Rooty Hill High School Year 8 Entire cohort Teachers STEM taught in usual KLA classes TAS teachers delivered the 2 dedicated STEM classes/cycle For teachers learnt a lot about collaboration and how to work together added value in their professional development plans For students improved in general capabilities, especially in the creative and critical thinking domains Topic - teacher chosen Design a portfolio of sport products Timetable 1 term 13 periods per 6 x science 1 x 4 x technology 2 x dedicated STEM Groups Student-formed groups Considering feedback from learning groups in Year 7 Unique features None Learning spaces Usual KLA classrooms No modifications Designated computer space: fortnightly STEM class for students to collate their work Assessment Project assessment: individual and components Portfolio of research and design ideas Used Google Docs Included videos and other multimedia Sarah Redfern High School Year 8 High achieving students Teachers Classes taught collaboratively by 1 x TAS teacher and either a science or a maths teacher For teachers opportunity for professional development improved staff skills when selecting and using technology procurement of new equipment improved cross-curricular support opportunity to try and deliver syllabus outcomes in a way new programs, equipment, delivery methods and technologies For students - teacher chosen Research sustainability practices for application in building designs Timetable 41 weeks 4 x 80-minute lessons per week: 2 x Technology Mandatory 2 x numeracy - combination of and science Groups Student-formed friendship groups Modifications made at teachers’ discretion Unique features None Learning spaces Dedicated STEM learning space with 3D printer, projector and computers New furniture is planned for the room Assessment Teachers assessed students’ sustainable designs
opportunity to direct their own design projects experienced connections between theory and the practice of project work presented work to others opportunity to connect with industry experts applied expert knowledge to own projects Singleton High School Class Year 8 Gifted and talented class, Independent learners’ Teachers Three teachers team-taught each class For teachers experienced a new teaching with a new mind set and processes worked with staff outside their key learning areas Improved: quality teaching student-centred learning techniques knowledge of project-based learning understanding of STEM implementation processes For students independent learning teamwork showed initiative demonstrated improved techniques and research skills had fun in their learning, while producing a quality product and developing a portfolio Topic - teacher chosen Design, produce, promote and evaluate a rollercoaster constructed of mainly paper Timetable 15 TAS lessons only Groups Teacher-formed random groups Allowed some changes on friendship preferences Unique features Plans to integrate STEM programs into Technology Mandatory course, in 2017. New programs are currently written Smaller classes would be more effective in space available Learning spaces Dedicated learning space in the TAFE facility, adjoining the school A room was set up for STEM use only Assessment Portfolio including: research design evidence of experimentation evaluation of the design final product
experienced a new learning settings improved programming skills and knowledge Students had greater control of their learning and were able to collaborate articulated how science, maths and technology worked together in the project gained understanding of consolidated STEM concepts had fun ` improved independent learning Topic - teacher chosen Design, make and evaluate an automated safety transport system for chemicals Timetable 21 weeks 6 x 55-minute periods per fortnight (double periods) Predominantly TAS lessons (scheduled next to science, in case science lessons were needed) Groups Student-formed friendship groups Modified at teachers’ discretion Unique features Used Lego EV3 kits Learning spaces Classrooms modified with additional computers during STEM classes Spaces chosen next to a large open space for practical activities Assessment Formative assessment strategies focussed on students’ progress throughout the project Final presentation to the wider school community Tuggerah Lakes Secondary College – Tumbi Umbi Class Year 8 Three classes; consecutively per term Students were chosen from the top Year 8 TAS class Teachers TAS teachers Science or mathematics teacher timetabled for one lesson per cycle Topic - teacher chosen Design a built environment that utilises sustainable materials and can harvest alternative sources of energy and water Timetable 21 TAS lessons only Groups Teacher-formed groups Based on learning styles