© Nuffield Foundation 2010 This presentation needs to be customised before use. See particularly slides 13, 14, and 15.

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Presentation transcript:

© 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 cross-curricular STEM topic S cience T echnology E ngineering M athematics

© 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 Introductio n (2h) Pod 1 Product life Cycle (5h) Pod 2 Recycling (5h) Pod 3 Natural systems (5h) Pod 4 Exploring a Question (5h) (Summative task) Exposition (5h) (Summative task) 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?

© Nuffield Foundation 2010 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 instance Introduction – one afternoon – date ………….…… ‘Cars’ pod – one full day in activities week ………

© Nuffield Foundation 2010 Actions such as: People to involve …………………………………………. CPD time ………………………………………………………. Planning time ……………………………………………….. Room ……………….…………………………………………… Resources ………………………………………………………