Technology & Innovation - Issue 11

P owering Rovers on Mars. Keeping humans alive in space. Protecting spacecraft from the heat of atmospheric re-entry. These are all exciting and engaging topics that can capture the imagination of students – and with a bit of creativity, they can also be perfect vehicles for teaching radioactivity, gas laws, kinetic theory and thermal transfer. For the last 15 years, I’ve tackled the wonderful challenge of bringing the information and skills needs of the secondary science curriculum to life for students across the UK using the inspirational and engaging context of space, and the rapidly growing UK space sector. From one-day masterclasses, to entire A Level schemes of work, I’ve had the freedom to get creative inmy planning. Though sometimes challenging, this has allowed me to get excited and passionate about the lessons I’m delivering. It can be quite difficult at first to identify the ‘hooks’ and links with which to build a contextual curriculum, but with a little research and practice, it soon becomes second nature. Everywhere you look, there’s inspiration to be found. Teaching spectroscopy? That’s howwe identify what makes up a comet. Doing an inverse square law practical?Why not use that to explain the limitations of solar power for deep space missions? READY FOR LAUNCH Sophie Allan explains how classes can be inspired and enthused by context-led learning – especially when the topic at hand is out of this world... Studying moving charged particles inmagnetic fields? That’s the origin of the aurora and geomagnetic storms, and a wonderful opportunity to also discuss induced currents! With a little thought and planning, these contexts can make students’ learning more meaningful and relevant to their daily lives. Aspirational examples Our Space Engineering students certainly agree. These post-16 students follow an enhanced A Level programme consisting of A Level physics, A Level maths and a two-A Level equivalent BTEC in engineering, withmuch of the course delivered using contextualised space learning. Our student retention is high, with excellent results and incredible progression. 74% of our students later progress to a degree, mostly in engineering or physical sciences. 12%go on to a degree apprenticeship within engineering and 10%go on to level 5 apprenticeships or qualifications. Many also progress immediately into employment, often with local engineering and tech companies. At exit interviews and through extensive longitudinal follow-ups, time and again our alumni show that the engagement, interest and aspirational examples used within our curriculumnot only kept them focused during their studies, but also empowered them to select a path that they knew aligned with their interests and passions. Of course, many teachers already incorporate a range of contexts within their learning. At heart, we’re passionate, creative people who want our students to engage with the subjects we so love. What I’m keen to emphasise is that by extending this approach to an entire topic (or even a whole curriculum), and by making the context the leading factor, rather than an afterthought, you can drive meaningful engagement while improving your own teaching experience at the same time. Make it happen Writing a context-led lesson plan, or even a whole scheme of work, “Bymaking the context the leading factor, rather thanan afterthought,you candrive meaningful engagement” 34 teachwire.net