ARTICLES
Teaching and learning STEM in context at Belrose Public School
By Christine Preston, Tom Davidson, Sharon Killick,
Lianne Stephens, Samantha Meikle and Annelise Fatkin
Abstract / introduction
and Mathematics, from the Sydney School of Education and
Social Work.
Students in Stage 3 were actively engaged in a STEM project
based around the text ‘Mechanica’ by Lance Balchin. The
students were involved in creating their own Mechanica-style
animals and habitats that they showcased in The Museum of
Unnatural History. This event was held on the school’s Education
Week open day, which incorporated Grandparents' Day and
an open evening, providing the students with an authentic
audience to experience their created museum, which included
the wider school community and local dignitaries. To achieve
this task, students employed the Stanford Design Process. They
used sustainable materials and technological resources such
as Little Bits and Hummingbirds to create their animals, and a
range of recycled materials to create the animal habitats and
museum displays. Students demonstrated greater engagement
and collaboration in this STEM learning experience compared
to previous topics. Use of digital technologies was incorporated
and students documented their achievements using the SeeSaw
online journal.
Each year schools in Sydney and a rural region (e.g. Wagga
Wagga, Coffs Harbour and Orange) are invited to submit an
expression of interest to join the Academy. A panel of academics
and teachers evaluates the submissions and successful schools
partner with the Academy to participate in the year-long program.
The Program components and benefits are summarised in
table 1.
Table 1 STEM Academy program
School context and STEM Teacher Enrichment
academy
Belrose Public School (PS) is on the Northern Beaches in
Sydney and has a student population of 275 in years K-6. In
2018, Belrose PS was invited to become a partner school of The
STEM Teacher Enrichment Academy (Primary) offered through
the University of Sydney. The program is the first of its kind in
Australia, and is helping build the nation’s STEM capability by
inspiring teachers through enrichment-focused professional
development. Following success with secondary schools since
its inception in 2014, the STEM Academy (abbreviation used
hereafter) launched its Primary Program in 2017. The STEM
Teacher Enrichment Academy offers knowledge, skills, resources
and support to enable teachers to make real changes in their
classroom teaching of science, technology, engineering and
mathematics (STEM) subjects. The STEM Teacher Enrichment
Academy endeavours to increase teachers’ pedagogical content
expertise through guiding teams of teachers in their development
and delivery of integrated STEM units of study within each of
their schools. This NESA (NSW Education Standards Authority)
accredited program is facilitated by academic teacher education
specialists in primary Science, Technologies (design and digital),
Program
components Description and benefits
Professional
learning (5 days) Exciting and effective approaches to
learning, enhanced knowledge of content
and approaches to teaching integrated
science, mathematics, and technology in
Years 3-6 of NSW K-6 syllabus. Develop
and implement STEM-focused teaching
and learning plan.
Teacher
community of
practice Ongoing support and engagement –
mentoring, online forums, newsletters,
seminars and events
Mini-conference
showcase Schools present evidence-based
achievements to colleagues and the
broader community
Stimulus and development of the project
This project was the brainchild of Tom Davidson (second author),
an Assistant Principal at the school. His interest in the book
‘Mechanica’ was piqued by the 2017 PETAA teachers guide to
the CBAC Book of the Year awards publication (PETAA, 2017)
that got him thinking about the possibilities for a STEM learning
experience. The project was crystallised through involvement
in the STEM academy (Primary) conducted by the University of
Sydney. Acceptance into the program required the school to
commit to a whole school focus on STEM. This resulted in a team
of teachers led by Tom embarking on this incredible project that
spanned three school terms. Stage 3 students, in 2 Year 6, 1
Year 5 and 1 composite year 4-5 class became highly engaged
in related learning experiences taking up to 1.5 hours of class
time per week.
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SCIENCE EDUCATIONAL NEWS VOL 68 NO 4