STEM at Scarborough

Scarborough Public School embarked on an adventure to change the way they teach and learn to better suit the needs of future learners.

STEM learning at Scarborough Public School

Location: Lawrence Hargrave Drive, Scarborough

Level: Primary School, Kinder to Year 6

Enrolment: 68 students

The journey

Scarborough Public School is a small school of 66 students that provides a quality, future-facing public education for students. The school enjoys very strong links with the parents and community, strong educational opportunities in the arts, and differentiated learning for students with a wide range of learning styles.

They aim to prepare learners to innovate, collaborate, think critically and creatively, enabling learners to see the big picture around them. Theydeliver flexible, project-based learning that embraces the concepts of social innovation, local culture and history, citizen science, and design thinking with explicit, visible links to curriculum outcomes and strong literacy and numeracy foundations.

The aim of the initiative was to re-shape how they approach the curriculum by moving away from teaching timetabled subjects that were often delivered in silos. Teachers believed that learning should be relevant and real with students searching for solutions to real problems.

They sought to allow students to direct their learning while ensuring project work is supported by explicit, differentiated learning at the point of need.

The core of this initiative was delivered through the STEM Action Project, with support and professional learning from the Mathematics and Science and Technology Advisers (K-6).

The team began by collaboratively planning a Young Enterprise unit of work, identifying the many skills and areas of knowledge students required to run a business, and then backwards mapping the outcomes and explicit teaching required to support them. As a mentor school, they built a strong learning network where ideas are shared across schools.

Staff and more importantly, students, are more willing to take risks and embrace more open-ended, integrated learning opportunities, taught within flexible learning environments.

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