STANSW Science Education News Journal 2019 2019 SEN Vol 68 Issue 4 | Page 29

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. 29 SCIENCE EDUCATIONAL NEWS VOL 68 NO 4