This presentation needs to be customised before use. See particularly slides 13, 14, and 15

© Nuffield Foundation 2010

This presentation needs to be customised before use. See

particularly slides 13, 14, and 15


Nuffield STEM Futures


Sustainable Futures

Nuffield 11-14 cross-curricular STEM topicScience • Technology • Engineering • Mathematics



Why teach integrated STEM in the classroom?

• Outside of schools STEM disciplines interact• The disciplines themselves are not fixed and have

changed over time• Pupils need to be able to make decisions and choices

based on a number of different types of evidence• STEM disciplines share many key common areas of

interest• STEM subjects require many common skills


Futures

Nuffield cross-curricular STEM Futures uses the theme of sustainability, and challenges pupils to consider key environmental issues


The model

Pupils will be challenged to address sustainability by engaging with a closed loop economy model.


Futures pods (modules)

Pod 1 Introduction (3 hours) - What is the problem? How can we solve it?

Pod 2 Cars (5 hours skill development)

Pod 3 Waste (5 hours skill development)

Pod 4 Climate change (5 hours skill development)

Pod 5 Pupil project (10 hours individual project work)


Futures pod structure


How does Futures meet our needs?• Engages and motivates learners• Cross-curricular learning about sustainable development• Meets curriculum needs in subject areas beyond STEM• Develops personal, learning and thinking skills• Develops functional skills• Helps pupils to become independent learners• Provides a framework for project work• Provides opportunities for Assessment for Learning• Meets aspects of Every Child Matters


• Independent enquirers• Creative thinkers• Reflective learners• Team workers• Self-managers• Effective participators

What are the Personal, Learning and Thinking Skills?


What type of learners?

Pupils who:

• can explain the role of STEM disciplines in a range of authentic interdisciplinary applications

• can access and apply the appropriate skills and STEM knowledge and understanding to a range of challenges and questions

• make choices about further study of STEM subjects


How?

Proposal:Run Futures with these pupils ……………………….………..Run Futures during these dates ……………………..………..Managed by ……………………………………………………..……..Delivered by………………………………………………………..……


Proposed model

for instanceIntroduction – one afternoon – date ………….……‘Cars’ pod – one full day in activities week ………


Actions

such as:People to involve ………………………………………….CPD time ……………………………………………………….Planning time ………………………………………………..Room ……………….……………………………………………Resources ………………………………………………………

Documents

This presentation needs to be customised before use. See particularly slides 13, 14, and 15