Lauren Wallace, Physics teacher and STEAM Lead from Bishopbriggs Academy, shares why she sees cross-disciplinary collaboration between Science, Technology, Engineering, Arts and Maths as an integral part of her students' development
As a sector, we’ve happily moved beyond the belief that Science, Technology, Engineering, Arts or Maths (STEAM) should sit isolated in a vacuum. It’s self-apparent that the most impressive, important and engaging developments in society are taking place at the convergence of these fields, with new initiatives in business, environmental conservation, healthcare and much else drawing on the knowledge (and talent) of people collaborating across these different areas.
All the STEAM subjects can creatively complement one another, each offering different tools and perspectives to address an enormous range of challenges and opportunities. Science and Technology might combine to create new diagnostic tools for health issues, while Arts and Maths might enable people to better understand important numeral information through beautiful illustrations. In the real world, these opportunities for creative cross-disciplinary collaboration are truly unlimited (just think of the internet or the aeroplane) but are only possible when we can take step back and use creative thinking to conceive of how they might be successfully combined.
To thrive professionally in a future workforce, students must develop an appreciation of how all the STEAM subjects can interact to produce new innovations – and vitally, must also recognise the fundamental need for creativity in order to make this happen.
That’s why as a STEAM lead, I’m interested in UNBOXED. Creativity sits at the heart of the UNBOXED Learning Programme, which is designed to support schools in developing these skills within young people in their classroom.
This free programme, for young people aged 4 – 19, is an example of placing creativity centre stage in a STEAM-based learning environment. From a bio-diverse forest in a city centre to an epic scale model of the solar system, schools can experience first-hand these creative successes when engineering and art, scientific research and technological innovation come together.
What drew me to the UNBOXED Learning Programme was how its various projects, and the resources available, showcase what can happen when creativity and STEAM are combined. It is evident both inside and outside the classroom, from digital learning to in-person experiences. As an educator, you’re teaching the same curriculum. The variety of this programme gives teachers the chance to add excitement, real-world learning and innovation into our lessons to inspire students.
The barriers to teaching STEAM are that teachers don’t have the time or confidence to build and deliver a lesson. As a Physics teacher, my specialism is in the ‘S’ part of STEAM but the range of activities from UNBOXED gives teachers more confidence in broader STEAM teaching whilst not needing to be a specialist in any particular area. The quality of the resources from high profile artists and scientists is also to a very high standard which means that staff feel confident in presenting the material.
UNBOXED’s Dandelion project has been empowering students in Scotland to learn about growing, share in community harvests and work together for a more sustainable future. We are currently running the project with over 200 students in our school. To date, the feedback has been that it was their favourite part of the year for many students.
One of the questions I often get asked is how other teachers can build STEAM into lessons. My response? Let young people explore their creativity. With STEAM learning, you’re facilitating this. Using the ready-made activities from the UNBOXED Learning Programme can be used to support those conversations.
Created for young people aged 4 - 19, the UNBOXED Learning Programme is a once-in-a-lifetime opportunity that brings together digital and in-person learning experiences across STEAM from March to October 2022. Learn more here: https://unboxed2022.uk/
Young people’s perceptions of engineering are strongly associated with their parents’ opinion of engineering, according to EngineeringUK’s latest Engineering Brand Monitor. For the first time, the Engineering Brand Monitor (EBM) has linked the responses from over 4,000 young people and their parents. It highlights:
It also suggests knowledge of what an engineer does and how you become an engineer as well as perceptions and interest in the profession, varies by not only by gender, but also socio-economic background, ethnicity and region. The report found:
The engineering sector currently draws its skills from a very narrow section of society: only 16.5% of the engineering workforce are women compared to 47.7% of the entire national workforce and 11.4% are from minority ethnic backgrounds compared to 13.4% of the overall workforce.
Dr Hilary Leevers, Chief Executive of EngineeringUK, said: “As the world emerges from the disruption caused by the Covid-19 pandemic, the need for engineering talent is intensifying. Ambitions to ‘level up’ the country and make the UK a science superpower and an innovation nation will be hugely dependent on our engineering and tech workforce, as will achieving net zero by 2050.
“Our research continues to highlight the need for more to be done to ensure engineering is, and is seen as, an inclusive career for all.
“Showing parents and young people first-hand the breadth of exciting engineering careers available will be paramount if we want to encourage more young people from all backgrounds to join the engineering workforce to meet the challenges of the 21st century.”
The report findings show there is a strong association between engagement in STEM activities and an interest in a future career in engineering, but access to such activities varies between schools, with those with higher numbers of pupils eligible for free school meals less likely to run STEM activities. In particular, 1 in 5 young people had not taken part in any careers activities in the past 12 months.
Evidence shows that young people who know more about what engineers do are more likely to perceive the profession in a positive way and to consider a career in engineering. It also shows that STEM outreach and education activities are critical in this context. Students who had attended any (one or more) STEM careers activity were 3.5 times more likely to know about what people working in engineering did than those who hadn’t attended any. They were also 3.4 times more likely than those who hadn’t attended a STEM careers activity to consider a career in engineering.
Other factors highlighted in the EBM include:
The Engineering Brand Monitor is an annual survey of the knowledge, perceptions and understanding of engineering of young people, their parents, and teachers. For the first time responses from parents and young people aged 7 to 19 were linked together and the association between them examined. The survey was completed by 4,317 child-parent pairs between April and May 2021.
A separate report on the responses of teachers can be found on the EngineeringUK website.
Education company EVERFI has launched four free digital courses in the UK, with more to come in the months ahead. All courses are linked to national curricula and have already achieved huge success in the US, with 2.8 million students having completed an EVERFI course in the last year alone.
What educators and employers alike have learned from lockdown is that you can underestimate how productive people can be when working or studying from home. With a comfortable workspace, the right tools, and a clear goal in mind, people are capable of accomplishing just as much without a physical place of work. When things were normal, distractions were inevitable, whether it’s the sound of heavy traffic outside the window, or taking a tense daily commute to work. And I say that at home right now while listening to construction work outside my window. Although a little background noise can help to restore that sense of normality we’ve lost, right?
I have lived an incredible journey becoming an engineer for Rolls-Royce, street-dancer, and a public speaker. My journey wasn’t always smooth though, and at one point I failed every examination at university because of the problems in my life. That’s when I decided to go totally out of the box and learned to dance.
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