Use of Meccano and Lego sets Dedicated STEM classroom Formative and summative assessment solving a real problem STEM project ran for 13 weeks as the No modifications used throughout. working with industry partners 3-hour block/week, then extended as Students were assessed on: developing between learning the STEM class for the rest of the completion of all components of and future careers year skills in using a range of Google the challenge Planned to continue next year under presenting information Apps to collaborate with peers a different model working individually and in Assessment rubrics where provided to students at the beginning of the project Class Teachers For teachers Burwood Girls High School Year 7 TAS teachers only collaboration across faculties Entire cohort at different over the increased awareness of and skills in project other syllabus content improved collegial relationships Topic - teacher chosen Timetable Groups great satisfaction seeing improved Design, construct and test a device to 8 weeks Students and teachers groups student engagement deliver a projectile to a target 4 periods of TAS every two weeks together, within each TAS or science For students 4 additional periods from science to TAS class Science and mathematics content Some friendship groupings improved problem solving skills and teamwork integrated into TAS classes 3-4 students/group confidence to take risks and try Unique features Learning spaces Assessment new ideas None TAS classroom Formative assessments used practical, real world skills No modifications ePortfolio on Google Drive: design satisfaction while creating and ideas evaluation sheets, videos, photos innovating Moodle for tracking students’ learning completion to demonstrate catapults. Teachers Campbelltown Performing Year 8 STEM was taught by the three STEM KLA Arts High School Students selected on NAPLAN and teachers - Science, TAS and maths. Literacy and Numeracy continuum results
solving a real problem working with industry partners developing between learning and future careers skills in using a range of Google Apps to collaborate with peers Use of Meccano and Lego sets STEM project ran for 13 weeks as the 3-hour block/week, then extended as the STEM class for the rest of the year Planned to continue next year under a different model Dedicated STEM classroom No modifications Formative and summative assessment used throughout. Students were assessed on: completion of all components of the challenge presenting information working individually and in Assessment rubrics where provided to students at the beginning of the project Burwood Girls High School Class Year 7 Entire cohort at different over the project Teachers TAS teachers only For teachers collaboration across faculties increased awareness of and skills in other syllabus content improved collegial relationships great satisfaction seeing improved student engagement For students improved problem solving skills and teamwork confidence to take risks and try new ideas practical, real world skills satisfaction while creating and innovating Topic - teacher chosen Design, construct and test a device to deliver a projectile to a target Timetable 8 weeks 4 periods of TAS every two weeks 4 additional periods from science to TAS Science and mathematics content integrated into TAS classes Groups Students and teachers groups together, within each TAS or science class Some friendship groupings 3-4 students/group Unique features None Learning spaces TAS classroom No modifications Assessment Formative assessments used ePortfolio on Google Drive: design ideas evaluation sheets, videos, photos Moodle for tracking students’ learning completion to demonstrate catapults. Campbelltown Performing Arts High School Year 8 Students selected on NAPLAN and Literacy and Numeracy continuum results Teachers STEM was taught by the three STEM KLA teachers - Science, TAS and maths.
Integrated_STEM_Stage_4_project_MATRIX_2016_12_15.docx