STEMtech Educator issue 3 June 2015 by STEMtech Education

STEMtech

Educator

Issue 3, June 2015

Find out how a LEGO® duck is helping inspire a generation of STEM educators

How one school in the North East is helping breed the next generation of STEM graduates

How students’ views could be holding back their careers

On a mission of discovery

Spotlight: Engineering

LEADING THE WAY WITH STEM We believe that a holistic approach to teaching STEM subjects provides an opportunity for students to make informed decisions about their subject choices and the link to potential careers. We provide a wide range of qualifications across the STEM family of subjects that meets the needs of all students, enabling young people to develop the necessary skills and knowledge in school to succeed at university and in work. Find out more about our STEM qualifications and project approach delivery.

ocr.org.uk/stem

Welcome Welcome to the third issue of STEMtech Educator, a magazine for educators working in Science, Technology, Engineering and Maths (STEM) in the UK. In this edition we bring you more interesting case studies and information about what is happening in the world of STEM education. As the end of term fast approaches we have also highlighted some of the best STEM related competitions and challenges your organisation may want to get involved in from next term.

Flying High How Boeing and the Royal Aeronautical Society are challenging Students to pursue STEM careers.

The Vikings are Alive! See how explorer Sarah Weldon is using modern technology to bring historic events into the 21st Century.

8 What is a ‘Scientist’? How ’Future Morph’ is helping students redefine perceptions of their career opportunities in science.

Spotlight Engineering Rebecca Cottrell looks at the view of engineering from the classroom.

Bringing STEM to life We take a look at Discovery School in the North East and hear about what they are doing to ‘breed’ success in STEM education.

Tina Lucas Founder and CEO, STEMtech

STEMtech 2015 After another successful conference we look back at some of the highlights.

0330 72 600 70 marketing@stemtech.uk.com www.stemtechconference.com Editor Tina Lucas contact@stemtech.uk.com 0330 72 600 70 Designer Stephen Mortimer

STEMtech Educator | Issue 3 | June 2015

STEM as joined up thinking How integrated project based learning can help students to apply STEM.

Core Maths The most significant development in 16+ Maths education in a generation.

STEM Inspiration

What is the Schools Build-a-Plane Challenge? Boeing and the Royal Aeronautical Society (RAeS) have been working together on the Schools Builda-Plane Challenge since 2009. The Challenge aims to motivate young people in the areas of Science, Technology, Engineering and Maths and inspire them to pursue careers in engineering and aviation. It encourages young people to learn more about the aerospace sector by highlighting its economic importance to the UK, demonstrating the variety of different careers paths it offers and giving young people the opportunity to undertake the practical learning of engineering skills while still at school.

Whatâ&#x20AC;&#x2122;s involved? The project provides students from UK secondary schools, aged between 14-18 years old the chance to build a real RANS S6 Coyote II light aircraft from a kit - offering them first-hand experience in the aircraft build process with the ultimate aim of taking a flight in the aircraft upon its completion. The experience

not only helps to improve their understanding of the scientific and engineering principles involved in flying, but more generally helps those taking part to develop commercial skills such as project management, problem-solving, team work and communication. There are currently six schools participating in the Schools Build-a-Plane Challenge: Yateley School (Hampshire), Marling School (Gloucestershire), Bridge Learning Campus (Bristol), Ercall Wood Technology College (Shropshire), North East Wolverhampton Academy (West Midlands) and Ernesford Grange Community School (West Midlands). The schools bid to take part in the Challenge, sometimes as part of a consortium in order to widen the number of schools participating. This also helps to play a key role in promoting the project to other young people in the community, including underrepresented groups. The funds raised from the sale of the aircraft will be reinvested in the project. 2014 was a landmark year for the Challenge, with the students from the programme seeing planes that they built fly at the internationally renowned Farnborough Air Show. With nearly 10,000 young people attending

STEMtech | Educator - Issue 2, March 2015

for the Futures Day in July, the two RANS S6Coyote II two-seater planes — one built by students from Yateley School, located near Farnborough, and another built by students from Marling School, partnering with Stroud Girls High School from Gloucestershire in England’s Midlands — were the first student-built kit planes ever to fly during the flying display.

The Falcon Initiative Phase two of the Boeing-RAeS partnership has seen the launch of The Falcon Initiative in 2015, which will provide funding to selected schools to enable them to build a fully functional Flight Simulator. Through engagement with a targeted activity which relates directly to the current National Curriculum, the project aims to inspire students to pursue the further study of STEM subjects. Boeing and the Royal Aeronautical Society are keen to ensure that The Falcon Initiative covers a broad crosssection of young people including girls and other under-represented groups, demonstrating that aviation is available to all parts of the community.

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Careers in aviation The Schools Build-a-Plane Challenge is part of Boeing’s commitment to engaging with young people and forms part of a broader commitment to the communities in which it works. With Boeing experts on hand to act in a mentoring capacity during the build process, alongside dedicated volunteers from the RAeS and the Light Aircraft Association, the scheme is an excellent way for Boeing to encourage young people to consider the rewarding careers on offer within the aviation industry.

More information www.sbapchallenge.com Video: https://www.youtube.com/ watch?feature=player_embedded&v=c2-urzZNBWQ www.boeing.co.uk/sbaphttp://aerosociety. com/News/Society-News/3101/The-FalconInitiaitve#sthash.ftRAoGP2.dpuf

Hands on STEM

Words Sarah Weldon, CEO Oceans Project

lanning is underway for the first ever solo row around Great Britain which will follow the journeys of our Viking ancestors. The expedition will use wearable technology, including Google Glass, and a virtual learning platform to bring the adventure to life for the general public, schools, and 17,000 children in 53 countries who have no access to education due to gender, war, poverty, or disability. The ‘Great British Viking Quest’ will compare the journeys of our Viking ancestors with a modern day expedition to see how the science, technology, engineering, and maths has changed. The quest will uncover the Viking settlements around Britain and learn more about the Viking women who made up so many of the Norse invaders. The project’s founder Sarah Weldon was named by Skype for International Women’s Day 2014 as a ‘woman changing the world through technology’ and will fly the flag for extraordinary women explorers, for USA-based not-for-profit ‘Wings Worldquest’. Throughout the 3000 mile expedition, Sarah will collect scientific data on the human body, using wearable technology and psychological tests from NASA, as part of a study by University of Roehampton. Sarah will also collect data on ocean health for ‘Adventurers and Scientists for Conservation’. “Being able to collect data just by wearing technology will enable me to remain hands free and totally focused on the task in hand - rowing around some of the most treacherous coastline in the world”. With 95% of all UK imports arriving by sea, Sarah will contend with shipping lanes, fast changing tides, whirlpools, and currents, but expects to see some amazing wildlife and ever changing geology. Technology such as smart clothing which monitors muscle movement, will enable Sarah to collect vital

scientific data, and to share it in real time with schools. “It’s incredible to think that high school students in Texas will know more about my body than I do!” By providing data and blog posts, students will be able to analyse a back ache, and suggest ways for Sarah to improve things like posture whilst rowing. The aim of the project is to engage learners with STEM subjects, especially those considering professions such as healthcare or use of robots for medical devices or underwater exploration. A number of schools are creating educational materials about the expedition which will be shared with peers via the platform. “Oceans Project was started by a group of very enthusiastic young people in the former Soviet Republic of Georgia, so it’s incredibly important to me that the project continues to be student led and puts natural curiosity for learning, at the fore. I’m really just the eyes and ears, bringing the outside world in, and creating virtual field trips from the places the students most want to see. If that’s a history student who wants to see Lindisfarne where the Vikings raided, that’s where I’ll go”. The Wings flag has been passed to Sarah from British polar explorer Felicity Aston MBE, first woman to ski solo across Antarctica, and was carried on her ‘Pole of Cold’ Arctic expedition. The mission of Wings is to recognize and support the ground-breaking work of women scientists and explorers, whose discoveries advance scientific inquiry and lead to better understanding of our world. Notable members include primatologist Jane Goodall, and oceanographer Sylvia Earle. www.oceansproject.com

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ÂŠiStock.com/stemtech

STEMtech Educator | Issue 3 | June 2015

Spotlight: Science

n recent years there has been a strong focus on the economic need for STEM skills and multiple initiatives aiming to encourage more young people to study STEM subjects. Despite this, research has shown that many young people have a very limited knowledge of the jobs available with many 10–14 year olds only aware of three main roles: doctor, science teacher and lab scientist. With such a narrow concept of where science can lead it is not surprising many cannot picture themselves pursuing it as a career. In 2008 the Science Council launched the Future Morph careers website to promote the message that science qualifications develop skills and knowledge useful in a huge range of careers beyond science itself. To help tackle the overwhelming range of options for scientists the Science Council developed a model of ‘ten types of scientist’: 1 Explorer Scientist • On a journey of discovery “to boldly go where no man has gone before”. • Usually focused on pushing the boundaries of knowledge and understanding.

5 Monitor/Regulator Scientist • Increasingly important as we translate more science and technology into society, and as society needs reassurance that systems and technology are reliable and safe.

2 Investigator Scientist • The ‘mapping’ scientist. They dig into the unknown observing, mapping, understanding and piecing together indepth knowledge and data, setting out the landscape for others to translate and develop.

6 Entrepreneur Scientist • Plays a crucial role in using knowledge and connections to spot opportunities for innovation – not just in business but also in public sector and service delivery. • They blend science knowledge and credibility with people management skills, entrepreneurial flair and a strong understanding of business and finance.

3 Developer/Translational Scientist • An ‘applied’ scientist making use of the knowledge generated by others to transform it into something that society can use. • Such as developing products, services, ideas that change behaviour, improvements in health care and medicines, new technology or the application of existing technology in new settings.

7 Communicator Scientist •F ound in all areas of communications including TV and radio, advertising and promotion, regulation and public affairs as well as social media. • Combine their science and technological knowhow with an ability to communicate and they need to be credible and trusted by both the science community and the public.

4 Operational/Service Provider Scientist • Provides scientific services in a wide range of ways within the health service, forensic science, food science, health and safety, materials analysis and testing etc.

8 Teacher Scientist •P eople who are trained in science and who share the knowledge and train the next generation. • Working in schools, colleges and higher education and developing the tools for teaching and learning.

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9 Business Scientist •F ound in almost all parts of the economy where a high level of STEM knowledge and skill is playing a part. • Such as STEM related business to business environments (e.g. pharmaceuticals marketing and IT services) or in many types of nonSTEM businesses – marketing, modelling, product development, finance, insurance, communications etc.

10 Policy Scientist •C ombines science and technical knowledge and skills with knowledge and understanding of government and policy making, decision making and scrutiny processes to ensure that legislation and policy have a sound evidence base. • Found at many levels and in many environments including government and Parliament, NGOs and campaigning groups.

©iStock.com/stemtech

For more information visit www.futuremorph.org

STEMtech Educator | Issue 3 | June 2015

Discovery School Case Study

Bringing STEM and Industry to life in the classroom

Discovery School in Newcastle opened its doors last year with the aim of preparing young people for careers and higher education relating to the STEM sector. As it comes to the end of its first academic year, we find out why it’s different and why Principal Dr Wendy Allen believes it will breed success.

iscovery School may be located in the centre of Newcastle, but it is a STEM school for the whole of the North East.

When it opened in September last year housing more than £2m of industry-standard engineering, technology and science equipment, it left young people and businesses excited for the future, and parents wishing they were back at school. It specialises in Science, Technology, Engineering and Maths and, crucially, works alongside some of the region’s biggest employers in order to ensure its curriculum is relevant and its students are ready for the world of work and higher education.

Some have suggested its approach may be part of the answer to Britain’s shortage of skilled engineers and scientists, while others have held it up as the perfect example of education and business working together. Little wonder then that its first intake of students come from seven different local authority areas and travel as far as 40 miles every morning just to arrive in class. There can be few schools that can boast such enthusiasm from their students. Principal Dr Wendy Allen believes the secret to its success is a combination of factors – but she said both her students and teachers were the key. Their enthusiasm and willingness to work hard, and their love of STEM subjects, means there is always an industrious energy in the building. Coupled with amazing facilities that are only normally seen in global STEM-related companies, a curriculum that is taught in an innovative and hands-on way, a longer working day that makes homework accessible during the day, and a work-based atmosphere – students actually love turning up for lessons.

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Siemens Operations Director Carl Hopper with students from Discovery School and Principal Dr Wendy Allen

“The facilities at Discovery School are simply phenomenal, so not only do we have students wanting to come here, but we have teachers and technicians excited about working here, too” said Dr Allen. “Our students are involved in live projects that are giving them real experience of developing STEM skills, from building environment-friendly cars to creating wind turbines, and it is all done with the backing of businesses.”

Global companies, such as Nissan, Rolls Royce, Siemens and Piramal Healthcare, are supporting the school and not only advise on curriculum content, but also take students into their businesses and offer mentoring advice. “What sets us apart is our close working relationships with employers, which enables our students to get involved in real work projects and gain valuable experience,” added Dr Allen.

Discovery School is a Free school that offers young people aged between 14 and 19 the opportunity to learn in a unique hands-on environment, which is more akin to work than school. Students are treated as young adults and an ethos of respect and maturity is the result. Students call their teachers by their first names and smart workwear is the dress code.

“Industry is crying out for talented young people in the STEM areas who are equipped with the right skills.”

They follow a GCSE curriculum that includes the usual English and humanities subjects, but the school also offers students flexibility when it comes to specialising in STEM subjects. At A Level the focus is also on STEM subjects, some of which are not taught elsewhere in the North East. Dr Allen said the aim of the school was to ensure students gained relevant skills and qualifications that would take them onto successful careers, and the support from industry was vital.

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Tony Wilson, Business Unit Manager at Domnick Hunter Filtration and Separation Division, part of Parker Hannifin, said: “Discovery School is a tremendous opportunity because it will enable young people to realise how important … STEM is to the growth of our country and will give them a chance to work closely with the engineering sector, so they can begin to understand it, ...” For more information about Discovery school visit www.discoveryschool.org.uk

Spotlight: Engineering

Words Rebecca Cottrell, Women’s Engineering Society

Ask a room of students “What is engineering?” and see what happens. I often ask this question as I travel around the UK engaging students of all ages with engineering and I always find the reaction to this question very interesting. Young people bring their own ideas to the discussion about engineering and often a rich, varied picture of an engineer is painted, sometimes I take away a greater understanding of my own profession, however, sometimes I see no link between their ideas about engineering and the reality of a career in the field.

t the recent STEMtech conference the audience for my seminar session was predominantly teachers and the reaction I received when I asked them to sum up engineering in three words was similar to that I have experienced in classrooms across the UK. A few people began writing immediately, a few looked blankly at me and a few looked slightly horrified. I wrote in STEMtech Educator Issue 2 about the need to understand what engineers do before we can inspire the next generation to become engineers and so it was interesting to see the views that the audience held. Both teachers and non-teachers identified Problem Solving as a key component of engineering, non-teachers highlighted the Creativity involved and both groups recognised Innovation and Design. The results were similar and it appears that teachers, those who work in the field of STEM engagement and those who work in industry, have comparable ideas about what engineering entails.

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Is this portrayal a reasonable representation of engineering? I think so, albeit a little clinical (only one person wrote Exciting). The depiction as a whole does sum up the dynamic, rewarding world of engineering, however if we look at the words that a group of Year 9 students gave to the same question - Engine, Mechanics, Cogs, Car, Planes - then these do not. This misalignment between the views of students and educators came as a shock to some of my audience and it was this difference and the audience’s reaction which surprised me. It also helped to crystallised a thought that has been formulating in my head for a while, it is incredibly important not to just look at engineering from our point of view, with the knowledge and experience that we have, but also to look at it through the eyes of our students. Both Primary and Secondary students have formed ideas about engineering, what it entails and how they view themselves in relation to it and these views are not

STEMtech Educator | Issue 3 | June 2015

always that easy to realign to the reality of a career in engineering. Whilst it is fantastic that educators have a well-informed view of engineering it is imperative that we don’t forget the students’ voice, in order for us to allow them to make informed decisions we need to listen to them as well as engage them with a true representation of engineering. So ask your students what they think engineering is and listen to their responses, then we can move forward with engineering education. www.wes.org.uk

STEMtech 2015

©STEMtech

Keynotes More than 300 delegates, 50 speakers and contributors and 40 exhibitors packed the QEII Conference Centre in Westminster for the 2nd Annual STEMtech Conference and Showcase at the end of April. Sir Michael Arthur, President, Boeing UK and Ireland opened procedures with his observations of the current state of STEM uptake in the UK and the role that industry can play in promoting STEM subjects. He was swiftly followed by thought provoking keynotes from Mike Brown of Siemens, Gill Collinson, Head, National STEM Centre and Mark Dawe, Chief Executive, OCR. The session finished with a rather inspiring and interactive keynote from Dr René Lydiksen – MD, Lego Education Europe who tested the hands on skills, creativity and problem solving abilities of the audience by presenting them all with a 30 second challenge of creating a duck out of six pieces of LEGO. Our duck has pride of place on the cover of this issue of Educator!

“

Excellent networking, programme content and quality of speakers – thank you!”

Head of Skills and Careers, Royal Aeronautical Society

Seminars and Exhibition The rest of the morning and early afternoon gave attendees the opportunity to talk to the vast array of exhibitors and attend some of the many seminars and showcases on offer throughout the day. Seminars were on offer from the likes of Boeing, OCR, Sphere Science, IBM, National Grid and Apps for Good, Institute of Physics, MEI, Women in Engineering, F1 in Schools, VEX Robotics, Autodesk to name a few and the Tablet Zone and LEGO zones proved particularly popular.

Plenary Keynote The plenary session was opened by Dr Deirdre Hughes, Commissioner for UK Commission of Employment and Skills who then went on to host the big debate. Our panel consisted of Cherry Ridgway from the Association of School and College Leaders (ASCL), Ian Nichol, Career Ready, Ian Parry, Liverpool Life Sciences UTC, Louis Coiffait, NAHT Edge, Lindsay McCurdy, Apprenticeships 4 England and Alan Lazell, Barking & Dagenham College.

©STEMtech

stem_maths

Sir Michael Arthur president of @BoeingUK opening the @ STEMtechUK conference. Inspirational STEM educators really matter!

STEMtech Educator | Issue 3 | June 2015

“

Very glad I came – renewed my determination to make a difference.”

Senior Science Technician, The Warwick School

©STEMtech

David Gregory

Fascinating and very interesting talks by all the guest speakers at @STEMtechUK excited by the innovation being discussed here in London

“

E vidence/ideas of increasing STEM presence in the curriculum (not just extracurricular)”

Assistant Curriculum Leader for Science, Sandbach High School

©STEMtech

Jane Green

@STEMtechUK inspiring exciting seminars & workshops - programmed a robot, built a duck in 30 secs, got given a virus!! (3d one) THANKYOU

©STEMtech

STEMtech Educator | Issue 3 | June 2015

©STEMtech

Viewpoint: Project Based Learning

Words Roland Meredith, Chair of STEMtech Advisory Board

aving recently visited a number of schools, what struck me, given my interest in STEM and problem solving project-based learning, was the number of schools who were excited to tell me, and other visitors, that STEM was an important part of the school curriculum. In every case I was as profoundly disappointed to discover that even in those school that had a STEM Co-ordinator (who I made a point of trying to speak to), STEM seemed to mean that the school just placed an emphasis on one or more of the STEM ‘subjects’. I am at a bit of a loss to understand why we still fail to fully grasp that putting the ‘subjects’ of Science, Technology, Engineering and Maths together in this way has significance beyond just promoting the separate ‘subjects’. For me it’s obvious that the concept of STEM is about how these subjects work together and cross-over in the real world of STEM industry in all its diverse forms. Indeed in much of the work I have been engaged in with Studio Schools, UTCs and Academies I have frequently tried to develop the construct of STEM, “where the E is a bit bigger”. In other words, that the integration is most completely realised when science, technology and maths are applied to solve ‘engineering’ and/or science problems. I know this may not sit so well with science, technology and maths teachers, but in some respects this is one of the major drawbacks with our current constructs around education, what I call the tyranny of our subject-based curriculum. What I mean by this is that our world, especially working life, is not structured by ‘subjects’. In fact only the world of ‘school’ is so structured; even most university courses are now applied or vocational. And what I mean by tyranny is that ‘subjects’ have impacted on the structure of our curriculum and its delivery in a way that mitigates against the ready ‘application’ of the ‘knowledge’ and ‘understanding’ that is at the core of our subject based curriculum.

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©iStock.com/stemtech

STEM should encourage a learning and creative process that ‘applies’ the knowledge and understanding developed in subjects through the problem solving process and should also provide time for reflection on the learning, similar to Kolb’s Learning Cycle, simply articulated as – Knowledge; Understanding; Application; Reflection. I would contend that this is the deep learning that we should be aiming for in education, the type that remains with you for life, rather than just until a couple of days/weeks after exam. So when I work with schools to develop a STEM curriculum we start with two main things, an understanding of Kolb’s learning cycle and ‘realwork’ projects from local STEM industry companies. Subject-based knowledge is mapped into the projects and subject teachers ensure this is delivered in time for application at the required point in the project. Industry partners come in and brief students at the beginning of a project and carry out an industry based assessment and feedback at the end. If possible we also encourage them to come in during the delivery of the project to coach, support and advise.

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We also try to build into the project the opportunity for students to develop and embed appropriate key skills and personal qualities, such as persistence, leadership and negotiation skills, working as part of a team, self-awareness/assessment, time management etc. The thrill of working in this way, as a teacher and student, is that it is absorbing and engaging. It transforms the relationship between teacher and student and the dynamics of learning. Imagine the delight of a maths teacher who has students coming to them to ask about how to master mathematical function because they need it in the project, rather than telling them how ‘boring’ maths is!! It requires effort and time, but both teachers and students tell me the rewards of such ‘joined-up’ thinking are well worth it.

Professional Development

Core Maths

– The most significant development in 16+ Mathematics education in a generation

What is Core Maths? New ‘Core Maths’ qualifications are designed to better prepare students for the mathematical demands of study, employment and life. The Core Maths initiative is a major part of the government’s plan to increase participation and raise standards in mathematics - the ambition is for most students to continue studying mathematics to 18. Around 150 schools and colleges began teaching the new 2 year course last September as ‘early adopters’. The course is for students who want to continue to study mathematics but not at AS or A Level. However, the qualification merits the same level of UCAS points as an AS level.

Objectives & Benefits Core Maths builds on and strengthens students’ existing skills; focusing on using and applying mathematics to solve problems relevant to their everyday lives. Applications of mathematics occur across many aspects of life from: understanding interest rates to make wise financial choices when applying for loans or mortgages for example; analysing data for

sampling purposes that students may need for market research; calculating distance for sports related activities; to working out nutrition values for food servings etc. The course has been developed with employers, universities and professional bodies as valuable preparation for university study and employment. Although the course is mainly taught by mathematics teachers, the involvement of other subject experts is encouraged to ensure students appreciate mathematics wider applications across different disciplines.

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Results to Date Feedback from Core Maths teaching staff and students is extremely positive. A key success factor for the majority of participating schools and colleges has been the engagement of students with the content and approach of the Core Maths course. Comments from Core Maths teachers provide evidence of the extent to which students are engaging with Core: “Students are bringing their own real life problems such as buying a car or converting currency for a sixth form trip to lessons.”

Students seem to appreciate and actively enjoy the problem solving approach and the opportunity for collaborative working to develop their mathematical thinking and understanding. Feedback from students includes: “I can see why we learnt it in GCSE....” “Looks good on my UCAS application...” “I’ll be ready for the maths content in engineering next year...” Some schools and colleges have been talking to local banks, arranging projects or visits to support the teaching of financial maths. While others have approached local businesses to provide practical examples of mathematical problems they’ve encountered.

Roll Out Plans CfBT Education Trust’s Core Maths Support Programme is the Department for Education funded initiative to support the introduction of Core Maths. Details of the resources and support available for centres teaching Core Maths from September 2015 can be found at www.core-maths.org.

“Throughout the year, we’ve tried to make the students independent and although this is something that they struggled with at first, they’re now really enjoying being able to tackle open ended problems with no definitive answer.”

STEMtech Educator | Issue 3 | June 2015

Competitions

STEM Competitions VEX Robotics Competition

The VEX Robotics Competition gives teams of students from Key Stage Two onwards the opportunity to design and build a robot, to compete against other teams from around the world, in a game-based engineering challenge. Keep a look out for details on next year’s competition. www.vexrobotics.com/vex/competition

F1 in Schools

F1 in Schools Ltd is working alongside committed industry partners to help change the perceptions of Science, Technology, Engineering and Maths in young people aged 7–19. Look out for the UK teams at the upcoming World Finals at Sentosa Island, Singapore. www.f1inschools.co.uk

The National Science + Engineering Competition

The National Science + Engineering Competition is open to all 11–18 year olds in full-time education, and aims to recognise the achievements of young people in all STEM areas. Entry is now open for the 2015/2016 competition. www.nsecuk.org

Young Engineers

Young Engineers promotes practical engineering activities, to encourage young people to study STEM subjects. www.youngeng.org

Ultimate STEM Challenge

By BP, the Science Museum and STEMNET, the Ultimate STEM Challenge 2015–2016 launches on the 1st September 2015. Make sure you don’t miss out by signing up to receive updates on the competition. bpes.bp.com/stem-challenge/ ultimate-stem-challenge

The Leaders Award for STEM

The Leaders Award for STEM is open for students aged 5–19, and helps to increase student’s awareness of STEM opportunities. www.leadersaward.com

STEM Events and Conferences June

January

October

National Women in Engineering Day

The Association for Science Education Annual Conference 2016

The Fourth Annual Education and Technology Conference

6th – 9th January 2016 www.ase.org.uk/conferences/ annual-conference

October 6th 2015 www.salford.ac.uk/onecpd/ courses/annual-educationand-technology-conference

Bett Show

World Maths Day

23rd June 2015

The Telegraph STEM Awards

Winner to be announced on the 23rd June 2015. Keep a look out for next year’s awards. www.telegraph.co.uk/sponsored/ education/stem-awards

20th – 23rd January 2016 www.bettshow.com

July

March

The IET Innovation Awards 2015

The Big Bang Fair

3rd July 2015 - Closing date for applications 18th November 2015 - Ceremony conferences.theiet.org/innovation

16th – 19th March 2016 www.thebigbangfair.co.uk

April The Mathematical Association Annual Conference 1st – 3rd April 2016 www.m-a.org.uk/jsp/ index.jsp?lnk=120

14th October 2015

World Science Day 15th October 2015

British Engineering Excellence Awards 29th October 2015 www.beeas.co.uk

November Education Innovation 2016

3rd – 4th November 2016 www.educationinnovation.co.uk

STEMtech Educator | Issue 3 | June 2015

Advertorial

Helping you with the E in STEM We all know that STEM encompasses Science, Technology, Engineering and Maths. But when it comes to education, the E in STEM is easily overlooked. Twig’s engineering content can help. It’s often easier to focus on science, maths and technology as they are defined as subjects in the curriculum. However, with a shortage of young people choosing careers in engineering, the UK must take urgent action in order to support the future of the industry and the economy. The Royal Academy of Engineering has stated that the engineering profession needs 104,000 STEM graduates a year between now and 2020. But the current number of students choosing a future in engineering is less than half of this. Why aren’t more students who excel at subjects such as science and maths choosing engineering? Is it because they can’t see themselves in the role? Or because they do not know the full extent of what being an engineer involves? Engineering is a dynamic, fast-evolving industry with creativity and innovation at its core. In order to boost the number of engineering graduates, students must be shown the many

exciting possibilities that engineering offers. By showing them engineers in action, students will also begin to understand just how large a part engineering plays in the world around us. Twig World has produced over 1700 awardwinning short films, combined with thousands of downloadable images, diagrams, quizzes and other lesson resources – all designed to bring STEM learning to life. Twig World’s three-minute films use exciting real-life examples to demonstrate the varied, often pioneering, work engineers carry out. From nanotechnology to coastal management, Hi-Fi engineering to steam power, Twig films allow students to discover the exciting world of engineering. Twig films can be viewed by students on personal computers or tablets to encourage independent learning. Teachers also find showing Twig films on a classroom whiteboard a great way to ignite group discussion. A Twig subscription provides school and home access for every teacher and student in your school. For subscription prices, please call 0203 475 7792 or email us at support@twig-world.com

You can also start a 30-day free trial at www.twig-world.com

Advertorial

DESTINATION ‘INTERNATIONAL SPACE STATION’ – MISSION DISCOVERY This summer, join British-born astronaut Michael Foale for ISSETs flagship ‘Mission Discovery’ Space & STEM programme at King’s College, London - 13th - 17th July 2015. ISSET’s Mission Discovery programme is a great opportunity for ordinary students to do something extraordinary. In January 2014 the first Mission Discovery experiments were launched to the International Space Station, a ground-breaking event in British education, the first time ever that UK school students’ ideas were carried out in space. This year, Mission Discovery invites Secondary school students once again, from years 9 – 13, to carry out biomedical research with NASA Astronauts, rocket scientists and trainers for a week at one of the best biomedical universities in the world. During this time students get the opportunity to learn from the Mission Discovery team and design a biomedical experiment which could be launched into space. Those experiments successfully chosen will be performed aboard the International Space Station. With help from brilliant NASA role models, Astronauts, Astronaut trainers, NASA personnel, scientists and

engineers; students will learn about space and STEM through a variety of exhilarating hands-on activities which also enhance students’ scientific and technological skillset, based on themes such as: ● NASA leadership and team building ● How space exploration benefits life on Earth ● Experiencing the environment of space ● Looking at different kinds of experiment

& what makes them great ● How you succeed in your dreams and ambitions

To register visit: www.isset.org/mission_discovery/ Or telephone William Parke on: 0292 071 0295

“

ISSET does great work across the world. No other organisation is as effective in preparing young people for future life in leadership and cutting edge careers in STEM.”

ay Honeycutt, Former NASA Director J of Kennedy Space Centre and President of Lockheed Martin Space Operations

We are pleased to announce the 3rd Annual STEMtech Conference & Showcase. The conference will continue to look at how we can advance Science, Technology, Engineering and Maths learning and teaching through the collaboration of STEM industries, educators and policy makers. Speakers will discuss and debate key topics such as industry perspectives, STEM in the primary curriculum, attracting and retaining students for technical and STEM education, teacher development, curriculum advances, STEM careers, the future of STEM degrees and gender issues. In addition to our

full day conference programme, we will be running a programme of interactive showcases and more than 25 seminar sessions highlighting real examples of collaborations, projects and activity which are driving forward advancements in STEM or technical education. The conference programme, sponsors, speakers and exhibitors will be announced over the coming months and tickets will be on sale from the 1st July 2015.

For more information visit www.stemtechconference.com

You deserve employees who are well prepared

for the world of work… …and your employees deserve a comprehensive graduate-style development programme.

™

Making young employees more productive Call now to learn more. 0800 619 9697 www.akonia.com/gradstart

WHY

WHAT

All young employees need a good grounding in business and soft skills if they are to make a productive and valuable contribution at work.

The most important business and soft skills employers look for are:-

GradStart™ does just that — the business and soft skills development training programme for new employees.

 Self-management

For many young employees a graduate-style development programme is a major factor in employer selection.

 Communication skills  Problem solving  Team working  Leadership and Management  Self-awareness  Change management

HOW

 Business and Customer

GradStart™ avoids the need for you to have dedicated training resources by using our costeffective managed service. Our classroom-based courses with online support, enable your employees develop the business and soft skills they need. Insightful metrics allow both you and your employees to track and rate their performance and progress.

WHEN and WHERE GradStart™programmes commence regularly at locations throughout the UK. Call now for details.

 Commercial and Financial Once a month, your employees will join with those from other employers to extend their knowledge and skills in a stimulating, thought-provoking and engaging environment that aids retention of knowledge. Between formal sessions, your employees will be monitored and required to practise these skills and maintain a record. Your employees will become competent and confident using these skills for the benefit of your business and their career.

www.akonia.com/gradstart

0800 619 9697