Teach Primary Issue 18.2

F EATURE S S C I ENC E , AR T S Bringing STEAM to life Children have an innate sense of curiosity and often learn best when they are able to relate their learning to what they see every day. At our schools, we encourage the children to follow their own lines of enquiry to learn more about the science behind everyday processes. For example, our pupils recently honed their engineering skills while investigating how insulating materials can keep our drinks warm. The children designed and made their own ‘keep cups’ with sleeves, before being able to enjoy a hot chocolate in their finished work. We have found that one of the most exciting ways for pupils to further develop these kinds of independent thinking and investigative skills is by hosting our own annual STEM competition for pupils across both of our schools. Teams carry out their own independent research projects, with prizes offered to those who show the most impressive teamwork, the ability to communicate most clearly what they did and discovered, and the firmest grasp of the scientific method. Championing both male and female role models in STEAM careers means that all pupils can understand what it means to have a successful career in science, art and maths. Drawing on the experience of local scientists or artists from the wider school community can help to demonstrate how science and the arts are essential not only for doctors or engineers, but for other careers, too. Exposing children to STEAM activities from a young age is a brilliant way to emphasise the importance of problem-solving and independent thinking. Learning about science experiments may be important, but knowing how to use this knowledge effectively is what will enable pupils to thrive. TP Entering local science tournaments is an engaging way to foster a love of science at an early stage. Both of our Junior Schools are lucky to be able to send pupils to our local STEM Olympiad for Year 5 girls in Suffolk. The tournament consists of mathematics, science and engineering challenges, in which teams of girls are tasked to work together to tackle interesting problems, with the chance to win awards in each category as well as the overall award. Not only does the tournament challenge pupils to use their teamwork, scientific and problem-solving skills, it also encourages girls’ enthusiasm for science subjects. In addition, it enables more female pupils to be recognised for their scientific skills, encouraging representation and recognition for girls in STEM subjects from a young age. STEAM IN SCIENCE WEEK This year’s theme is ‘time’... • Visit your local museum to look at historic exhibits, artefacts and scientific objects to draw together the links between science, history and time. • Investigate the science that takes place at this time of year – what is happening as nature changes and evolves? • Go back in time: research and learn about the extinction of the dinosaurs, or inventions in the industrial revolution. • Learn how to make time-measuring devices such as sundials. Explore how sundials and clocks were decorated in the past and try recreating some of the designs. • Get pupils to think about science experiments from a different angle. How can we focus on the time aspect of a chemical reaction, for example? • Explore historical monuments in your local area and ask pupils to discuss how they may have evolved over time. • Organise a live demonstration: local science centres and museums often have education specialists who will do school visits. • Invite a parent, colleague or local expert or science figure to come and speak to pupils about their science-related job or hobby. GordonWest is head of science 5–11 at Stephen Perse Cambridge Junior School. AmiraMitchell- Karam is head of STEAMat Dame Bradbury’s Junior School, SaffronWalden. “Children have an innate sense of curiosity and often learn best when they are able to relate their learning to what they see every day” www.teachwire.net | 33