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Early Stage 1 to Stage 3

STEM learning experiences involve explicit learning and teaching of syllabus content which is applied in project, problem or inquiry-based learning situations that are authentic and contextual.

Planning STEM programs in primary schools

Effective curriculum planning and programming for STEM learning and engagement supports teachers to differentiate their practice in response to the varied ways students learn. Consideration needs to be given to learning across the curriculum and teachers having high expectations for all students.

  • students have a voice in their learning, in regards to their project, mode of communication, findings/solution materials, investigations and strategies to be undertaken
  • length of allocated class time needs to sustain deep thinking, investigation and an integrated approach
  • co-creation of learning experiences and assessment tasks needs to include all stakeholders: classroom teacher, teacher-librarian, RFF teacher and students
  • students have the opportunity to experience a variety of strategies, manipulate a variety of materials and develop skills in the use of a variety of tools and equipment
  • STEM education is a way of thinking and doing which involves pedagogy, spaces and internal and external agencies
  • share results and/or products of project-based learning experiences with authentic audiences

Stage 3 integrated STEM projects

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