#theSTEMproblem (Active)
Learners who are self-directed, autonomous learners and independent enquirers are able to fluently retrieve, transfer, integrate and apply their knowledge, skills and capabilities across disciplinary boundaries. This approach nurtures self-directed, lifelong learning, preparing students to become autonomous and independent learners.
A set of videos is provided below for this principle to illustrate a range of considerations influencing effective practice in diverse contexts. These have been filmed across a range of schools, year levels, teaching and learning environments.
The team at St Peter’s, Clyde North, implemented a STEAM program at year 9.
St Peter’s College is a 7 - 12 co-educational catholic secondary school in the outer south east of Melbourne located over two campuses (Cranbourne - 891 students, Clyde North - 984 students).
St Columban's is a 7-12 co-educational school, catering for approximately 1,200 students. The College is spread across 12 hectares and has a range of facilities including a Trade Train Centre, Sports & Art Centre, Hairdresser, Café and Commercial Kitchen and multiple subject-specific classroom spaces. The College has a strong focus on developing Industry-relevant skills and providing pathways for students to transition into jobs.
Staff at Thomas Carr wanted to nurture student agency and collaboration, as well as encourage teacher buy-in and develop greater teacher use of PBL in STEM education. Thomas Carr is a secondary college located in the Western suburbs of Melbourne.
Coming soon