Rostrevor Magazine 2020-2021

Page 36 / Rostrevor Magazine 2020 - 2021 STEM at Rostrevor Principal Frank Ranaldo explains At Rostrevor, we believe that STEM learning with a focus on skills is critical if our students are to meet the challenges of the future. This is no longer limited to Rostrevor’s science labs and design and technology centres, but is being embraced in our Physical Education and Music classes. Our 2021 Principal, Frank Ranaldo, explains. Science, Technology, Engineering and Mathematics (STEM) is more than just a grouping of subject areas. It is a movement to develop the deep mathematical and scientific understanding that students need to be competitive in the 21st Century workforce. But this movement goes far beyond preparing students for specific jobs. STEM develops a set of thinking, reasoning, teamwork, investigative, and creative skills that students can use in all areas of their lives. STEM isn’t a standalone class - it’s a way to incorporate different subjects across the existing curriculum. A number of different approaches have been employed at Rostrevor, including a STEM week for a cohort of students. This was a very successful approach and offered students so many rich learning opportunities. Nevertheless, a more cohesive and systematic approach is required for students to see the relevance and more consistently engage in STEM learning. Much research has been undertaken over the past five years which has resulted in a program which sees students develop STEM skills within the ACARA Science, Maths and Technology curricula. The skills are then applied to a range of enquiry-based projects. Teaching and learning is informed by five STEM characteristics: 1. Learning focuses on real-world issues and problems. Students address real social, economic, and environmental problems and seek solutions. 2. Learning is guided by the design process. This offers a flexible process which takes students from identifying a problem - or a design challenge - to creating and developing a solution. In this process, students define problems, conduct background research, develop multiple ideas for solutions, develop and create prototypes, and then test, evaluate, and redesign them. 3. Learning immerses students in hands-on inquiry and open-ended exploration . The path to learning is open- ended, within constraints. Constraints generally involve things like available materials. The students’ work is hands-on