this presentation needs to be customised before use. see particularly slides 13, 14, and 15
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© Nuffield Foundation 2010
This presentation needs to be customised before use. See
particularly slides 13, 14, and 15
© Nuffield Foundation 2010
Nuffield STEM Futures
© Nuffield Foundation 2010
Sustainable Futures
Nuffield 11-14 cross-curricular STEM topicScience • Technology • Engineering • Mathematics
© Nuffield Foundation 2010
© Nuffield Foundation 2010
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
© Nuffield Foundation 2010
Futures
Nuffield cross-curricular STEM Futures uses the theme of sustainability, and challenges pupils to consider key environmental issues
© Nuffield Foundation 2010
The model
Pupils will be challenged to address sustainability by engaging with a closed loop economy model.
© Nuffield Foundation 2010
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)
© Nuffield Foundation 2010
Futures pod structure
© Nuffield Foundation 2010
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
© Nuffield Foundation 2010
• Independent enquirers• Creative thinkers• Reflective learners• Team workers• Self-managers• Effective participators
What are the Personal, Learning and Thinking Skills?
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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
© Nuffield Foundation 2010
How?
Proposal:Run Futures with these pupils ……………………….………..Run Futures during these dates ……………………..………..Managed by ……………………………………………………..……..Delivered by………………………………………………………..……
© Nuffield Foundation 2010
Proposed model
for instanceIntroduction – one afternoon – date ………….……‘Cars’ pod – one full day in activities week ………
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Actions
such as:People to involve ………………………………………….CPD time ……………………………………………………….Planning time ………………………………………………..Room ……………….……………………………………………Resources ………………………………………………………
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