Charlotte Phillips finds out how our local schools are keeping STEM subjects relevant to the current generation and their future careers in a fast-paced world
Technology is evolving at an almost unimaginable rate. Like the White Queen in Through the Looking-Glass, it feels totally natural to believe in up to six impossible science-related things before breakfast, if not more.
Where STEM subjects (science, technology, engineering and maths) are concerned, almost anything you might imagine, however far-fetched, could be well on its way to becoming a reality in a lab near you – the brainchild of one of our area’s fantastically gifted whiz kids.
And, as that rate of innovation continues to accelerate, schools are becoming more and more creative in the way they introduce, teach and get pupils excited about STEM subjects. Not that they need much convincing, if the popularity of STEM subjects post-16 is anything to go by, with maths, psychology, biology and chemistry heading the A-level leader table, and physics not far behind.
Rapid growth within STEM industries, innovation and technologies is also leading to increased pressure from industry and the government to ensure a future-proofed workforce. “Employers have been pushing for a field of future candidates that can respond and evolve to the new jobs and the skills that these jobs require,” explains Lindsey Bryant, head of biology at Abbey College Cambridge.
While pupils’ underlying interest in STEM subjects is stronger than ever, it’s essential that they can see how the content they’re learning relates to the wider picture, including issues such as sustainability and the rise of artificial intelligence (AI).
No missing links
Everything from AI and coding to green initiatives and environmental science “is supported by maths, physics, the other sciences, design technology and engineering,” says Cameron Holmes, head of physics at Kimbolton School.
And as technology is increasingly woven into every aspect of pupils’ lives, schools need to make those links explicit, adds Andrew Severy, computer science coordinator for St Mary’s Junior School, Cambridge. “If our STEM teaching isn’t clearly connected to that reality, we risk losing them. Specialist-taught lessons give us continuity and a coherent progression of skills – but the content has to keep pace with the world our pupils live in.”
Therefore, it’s not only a case of looking at what is taught in STEM lessons, but also how it’s taught – something that “requires the ability to think innovatively and work effectively with others, as well as strong technical knowledge,” says Cristina Alves Martins, head of science at Abbey College Cambridge.
Innovative ways of learning are key, she maintains: “Schools need to design curricula that go beyond the transmission of knowledge and instead foster a balance of technical expertise and soft skills.” That means bringing collaboration and creativity into lessons, which then facilitates different perspectives being shared and more closely reflects real-life working. “This approach not only improves engagement, but also prepares students with the adaptability, creativity and interpersonal skills they will need for future careers,” she says.
At St Faith’s, too, STEM provision is always adapting and evolving to ensure that pupils have the skills they need in an increasingly complex and technology-driven world. “STEM is not just about subject knowledge, but about developing logical reasoning, analytical thinking and problem-solving skills that are transferable across all areas of life,” says the school.
Dynamic though this approach is, it’s not without its pressures. Schools are increasingly expected to keep abreast of the ever-changing frontiers of technological innovation and adapt accordingly.
And, of course, imparting all those valuable, STEM-transferable skills must dovetail with the demanding academic requirements of the courses. “Schools have to ensure strong examination results while also striving to innovate, creating a careful balance between maintaining academic rigour and introducing more engaging, forward-looking teaching approaches,” adds Cristina.
Bringing learning to life
This prospect is particularly demanding when the pace of change is so fast that what’s current today might be out of date tomorrow. Then there’s the question of motivation – students can be concerned that the rise of AI in scientific research and medicine will impact on their future job prospects.
It’s also still the case that access to STEM subjects isn’t equal, says Cristina. “While progress has been made, some areas of STEM remain underrepresented by girls and young women. Schools therefore play a crucial role in addressing stereotypes, broadening participation and ensuring that all students can see themselves in STEM pathways. Inclusive and relevant teaching is key to raising both the pupils’ confidence and their aspirations.”
Fortunately, schools in our area are tireless in their efforts to ensure that every child with an interest in STEM has endless opportunities to develop it. The methods of teaching chosen make STEM learning relevant, engaging and, of course, productive in terms of learning outcomes.
One change has been a shift towards more autonomy in the classroom, says Cameron Holmes at Kimbolton School. “Pupils have an opportunity to explore a little more,” he says. He also points to the growing influence of STEM enthusiasts: pupils whose passion for topics such as computer-aided design, computer coding or AI filters out to their peers.
Classroom approaches range from making real-world connections to hands-on, practical learning – some cutting edge, some old school. For example, Abbey College Cambridge has reintroduced dissection. This is especially popular with students as it provides a better appreciation of anatomical structures. Similarly, the school arranges for students to use research-grade laboratory equipment to learn about the real-life impacts of biotechnology such as DNA profiling.
At St Mary’s, STEM connections with the here and now are creatively developed. If home delivery robots are in the news, they can be discussed and even recreated (in a simplified form) in lessons. “That hands-on experience feeds naturally into conversations about future careers and the subjects pupils might want to choose at GCSE and A-level,” says Andrew Severy.
Encouraging pupils to investigate, record and analyse outcomes is a similarly engaging feature of STEM teaching at St Faith’s, with independent thinking and problem-solving very much to the fore. Pupils are encouraged to apply their knowledge by asking ‘why?’ or ‘what if?’, deepening their understanding of STEM subjects. Meanwhile, projects themed to stocks and shares (for pupils in year 8) and sustainability (years 6 and 8) bridge the gap between academic studies and real life.
Rising to the challenge
These levels of excitement don’t end in the classroom. Extracurricular STEM activities are breathtakingly varied as well as astonishingly extensive.
Energetic teachers regularly whisk pupils out of school to experience different aspects of STEM, locally and further afield. For St Faith’s pupils that might include a trip to the University Museum of Zoology, while pupils at Kimbolton School have visited CERN, home to the Large Hadron Collider (LHC).
Within our schools, STEM-related clubs and societies cover a vast range of topics. Abbey College Cambridge’s extensive programme for aspiring medical and veterinary students includes lessons on medical ethics and offers help with clinical shadowing and relevant volunteering, linking it firmly (and successfully) to specific STEM-related careers.
Others – like the astronomy GCSE offered outside of the regular timetable at Kimbolton School – have a particular academic goal in mind, while the popular Forensics CSI Day at St Faith’s shows how techniques such as DNA extraction help solve crimes.
Many other activities shine a light on different facets of STEM, whether that’s bringing in outside speakers or entering competitions, from maths and science challenges and Olympiads to designing and building a functioning car.
With creativity, fun and relatability now the norm in STEM lessons and outside the classroom, pupils are responding with enthusiasm. At Kimbolton, for example, while many students continue to opt for science and maths alone, an increasing number take at least one STEM subject alongside other academic disciplines at A-level. “I think it’s that excitement, that hands-on idea of the STEM subjects, that allows them to really enjoy that side of things,” says Cameron Holmes.
Pupils are also highly successful. At St Faith’s, for example, 25% of pupils achieved gold in the UKMT Junior Maths Challenge, while those sitting senior school scholarship exams in STEM-related areas achieved outstanding results.
Schools in our area report a rise in independent thinking, curiosity, confidence and enthusiasm. “We are seeing pupils transfer skills fluently between different applications and programming languages – all underpinned by the computational thinking skills we start building from the age of three. When learning activities feel relevant, we see the children rise to it,” says Andrew Severy at St Mary’s, adding: “The levels of interest and creativity across all ages and abilities have been remarkable.”
