TextonlyversionofArtswork’sSTEAMtoolkit(publishedSeptember2019)

FrontCover:

Artswork’sSTEAMtoolkit:poweringyourSTEMcurriculumthrougharts,cultureandcrea@vity

[artsworklogo][supportedusingpublicfundingbyArtsCouncilEngland]

Insidefrontcover:

“Theartsgiveusthetoolsandskillsthatareessen@altohelpusmakeourwaythroughlife.Weoweittothenextgenera@ontoensurethattheyenjoyaneduca@onthatoffersthemthewholeoflifeandculture:head,heartandsoul.”(CulturalLearningAlliance)

Contents:

ExploringSTEAM 2 i. IntroducJon 2ii. STEAM-what’sitallabout?3STEAMinAc@on:CaseStudiesfromacrosstheSouthEast6i. STEAM:CleaningUp(Eastbourne) 7ii. STEAMinMoJon(Kent)11iii. STEAMthroughStructure(Hampshire)14iv. STEMtoSTEAM:BreakingtheCode(Oxfordshire)18Tips,TricksandInsiderKnowledge23i. TopJpsforrunningSTEAMprojects23ii. EmbeddingSTEAMinyourArtsmarkjourney24iii. Sourcelist25Links,resourceandfurtherinforma@on27

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Poster1:

Par@cipa@oninstructuredartsac@vi@escanincreasecogni@veabili@esby16-19%.

TheCogniJveAbilityTestiswidelyusedinschoolsasanindicatorofability.StructuredartsacJviJesofferawaytoboostchildren’sthinkingskills,improvingtheirperformanceacrosstheboardandprovidingknock-oneffectsofbe[erlifechancesasadults.

(CultureandSportEvidenceProgramme(CASE),DepartmentforCulture,MediaandSport,2010).

Sec@on1:ExploringSTEAM

i. Introduc@on

ScienceTechnology EngineeringArts Maths

Welcome to Artswork's STEAM Toolkit

This resource encourages opportunities for creative, connected learning by highlighting programmes that put arts and creativity at the heart of STEM learning. STEAM approaches extend the range of opportunities for children and young people to apply their learning and understanding in broader contexts, enabling new learning to occur.

The new Ofsted Framework (2019) requires schools to provide breadth and balance in their curriculum and build children and young people's cultural capital. Embedding a STEAM approach into your curriculum is one approach that can demonstrate this.

The Artswork Team

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ii.STEAM-what’sitallabout?

STEAMisusedtodefineamethodofteachingthatseesfivesubjectareas–Science,Technology,Engineering,ArtsandMaths–jointogetherforamoreholis@capproachtolearning.Thetermhasbecomeincreasinglyprevalentinrecentyears,duetoconcernsoverthelackofcrea@vityintheschoolcurriculum.

Artsworksupportsarangeofprogrammesthatworktoembedarts,cultureandcreaJvityintheheartofthecurriculum,anditisourgoalthattheseprojectswillcreateastep-changeinthewayschoolsengagewiththearts,andinhowtheyenabletheirpupilstomeettheirfullpotenJal,throughawell-rounded‘coreandcultural’educaJon.

ThepresenceoftheartsinEngland’sschoolsisfallingsignificantly.TeachingJmeisbeingcut,withafocusonexamor‘core’subjectsinstead;fundingisbeingredirectedinfavourofSTEM(Science,Technology,EngineeringandMaths)subjects,andagendasliketheEBaccmeanashicinthefocusofeducatorsbecauseofGovernmentalpressuretofitwithinaspecificmodeloflearning.

TheBriJshEducaJonalResearchAssociaJon(BERA)statedinarecentreportthat“thenumberofstudentschoosingpost-compulsorystudyofSTEMsubjectsisseenasbeingcriJcaltoacountry’seconomicsuccess,yetconcernshavebeenexpressedaboutthewaythosesubjectsarecurrentlytaught”(BriJshEducaJonalResearchAssociaJon,2016).

BERAliststheseconcernsspecificallyas:

•AlackofcreaJvity•Aneedtofocusoninter-andmulJ-disciplinarywork•AneedforabroaderconcepJonofScience• STEMsubjects’marginalisaJonofconcernsforsocietyandtheenvironment

TheirresearchintotheeffecJvenessofSTEAMapproachesplacesaheavyemphasisontheimportanceofteachers.“STEAMprovidesanopportunitytochangethemoreregularwaysofteachinginschools–itemphasisesmoreengaging,parJcipatory,andsociallyrelevantapproaches–butteachersneedtodiscussamongstthemselveshowtheyaimtousethem”,theyexplain.

TheJointCouncilForQualificaJonsreporteda34%dropinArtsGCSEentriesbetween2010-2018.In2018,theseregistraJonsfellbyafurther51,000.DfEfiguresfromJune2017showthat“between2010-2017,thenumberofhourstheartswere

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taughtinsecondaryschoolsinEnglandfellby21%”.AlsoduringthisJme,thenumberofartsteachersfellby20%(DepartmentforEducaJon,2017).

Yetintheirreport,Crea%vityvsRobots,Nestaremarkedthat87%ofjobsinthecreaJveeconomywereatnoorlowriskofautomaJoninthenearfuture,comparedtoonly40%ofotherjobs(Bakhshi,FreyandOsborne:Nesta,2010).“Weneedouryoungpeopletobepreparedforthechangingneedsofthelabourmarket.Employersvalueemployeeswith21stCenturyskills–amixofcogniJveandpersonalskills,likecreaJvityandcollaboraJon–aswellascontentknowledge”,imploresNesta’sHasanBakhshiMBE.“Wemustfocusonmechanismsthatpromotethefusionofarts,sciencesandtechnology,rightthroughthetalentpipeline.”(CulturalLearningAlliance&Nesta,2017)

Whyaretheartssocrucialtothefutureofoureduca@onsystem?“Theartshavethepowertochangeandshapeyounglives”,writestheCulturalLearningAllianceintheircollaboraJvetoolkit,ArtsinSchools,2018.“Theyprovideknowledge,skills,valuesanda[ributesthatcanplayasignificantroleinyoungpeople’sdevelopment,creaJngopportuniJesforthemtoexpresstheirideasandformvalues,andequippingthemtonavigatearapidlychangingworld”(CulturalLearningAlliance,IncorporatedSocietyofMusicians&WHATNEXT?,2018).

TheFabianSociety’sstudyonthedeclineofartseducaJoninprimaryschools(PrimaryColours,2018)urgeseducatorstoreversethistrendforprioriJsingcertainsubjectsoverothers:“Schoolsarerequiredtoprovideabroadandbalancedcurriculum,butthe‘core’subjectsareocenprioriJsedtotheexclusionofeverythingelse.ThenaJonalcurriculumshouldmaketheimportanceofartsandculturaleducaJonmoreexplicit”(Cooper,forFabianSociety,2018).

InthewordsoftheCulturalLearningAlliance,“theartsarenotanadd-on,oranice-to-have.Theyarepartofthefabricofoursociety,andallyoungpeoplehavearighttoexperiencethebest,andtobegiventheopportunitytocontributetotheartsandcultureofthefuture”(ArtsinSchoolstoolkit,2018).

BERAprovideuswithanimportantwarning,however–that“bysimplybringinginexternaleducatorswhorunacJviJes,theopportunitytoalteranddeveloppracJce[inschools]canendwiththeirinvolvement”(BriJshEducaJonalResearchAssociaJon,2016).ThisiswhyitissoimportantthatweconJnuetoworkwithschoolsacrosstheSouthEast,andsupportthesharingofthebenefitsofacreaJveandculturaleducaJon.

TheFabianSociety’ssurvey,inassociaJonwithYouGov(2018)revealedsomestartlingfigures:

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* 68%ofteachersinEnglandsayartsprovisionintheirschoolhasdecreasedsince2010.

* 56%donotbelievetheyhaveaccesstotheresourcesandsupportnecessarytodeliverahigh-qualityartseducaJon.

* 59%believetheirschooldoesnotgiveenoughemphasistothearts.* 49%ofsurveyedteacherssaidthequalityofartsprovisionintheirprimaryschoolhasworsenedsince2010.

* 45%ofteachersalsobelievetheydonothavetheskillsneededtoprovideahigh-qualityartseducaJon.

* 58%ofteachersbelievetherearefeweroutofschoolartstrips,comparedto2010.

Poster2:

Learningthroughartsandculturecanimprovea[ainmentinMathsandEnglish.

Evidencepointstogainsina[ainmentacrossarangeofsubjectsasaresultofstudyingthearts.A2015CultureandSportEvidence(CASE)reviewfoundaposiJverelaJonshipbetweenartsandeducaJonala[ainment.

(AreviewoftheSocialImpactsofCultureandSport,2015)

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2.STEAMinAc@on(CaseStudies)

In2017,Artswork(withsupportfromArtsCouncilEngland)enabledthecreaJonofsevenSTEAMNetworksacrosstheSouthEast.EstablishingnewworkingrelaJonshipsbetweeneducaJon,culturalandSTEMpartners,theNetworkspilotedmodelsforConJnuingProfessionalDevelopmentforteachers,aswellaspupilresources.Alongsidethis,theyprovidedsupportforschoolsworkingtowardsArtsmarkandArtsAward,embeddingtheArtsCouncil’sQualityPrinciplesthroughout.ThefollowingcasestudiesaretakenfromanumberoftheseNetworks;wehopetheyinspireandencourageyouinyourownSTEAMjourneys.

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i. CASESTUDY|STEAM:CleaningUpwithEastbourneSchoolsPartnership

TheProjectTotheeastofBeachyHeadsitstheseasidetownofEastbourne,EastSussex.WitharichhistoryofbothfamousarJsts(ClaudeDebussy,GeorgeOrwell,EricRavilious)andscienJsts(FrederickSoddy,ThomasHenryHuxley,BruceWoodgate),itprovidedafiunglocaJonforthebirthofanewnetworkseekingtocombinethetwosubjectareas,inacurriculum-crossingapproachtolearning.

SupportedbyArtsworkaspartofitsmissiontoincreasecreaJvelearningopportuniJesinschoolsacrosstheSouthEast,theEastbourneSTEAM(Science,Technology,Engineering,ArtsandMaths)NetworkformedinNovember2017.EducaJon,artsandscienceorganisaJonscametogether,alongwithsixparJcipaJngsecondaryschoolsfromEastbourneandthesurroundingarea,toinvesJgatethewaysartandsciencecouldworksimultaneously,inaseriesofcross-curricularprojects.Photographywasthetoolchosentocommunicatelearning.

Throughcombinedarts-basedandscienJficinputsandacJviJes,theprogrammecentredonraisingpupilawarenessoftheneedforurgentecologicalandenvironmentalchange,andtoprotecttheworld’soceansandcoastlinesfromplasJcpolluJon.

ThePeoplePartners:

•EastbourneSchoolsPartnership(ledbyEastbourneCollege)•Photoworks•STEMSussex

ParJcipaJngSchools:

•CavendishSchool•Ra[onSchool•EastbourneAcademy•EastbourneCollege•WillingdonCommunitySchool•SeafordHeadSchool

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“Thecross-curricularnature[oftheproject]meantthatstudentscouldtransferskillsandunderstandthatsubjectsarenotallseparatefromeachother.Theycouldalsounderstandthatartcanbeapowerfulandevoca@vetooltocommunicateamessage.”(Teacher)

TheBeachCleanPupilsspentadayatEastbournebeach,workingwitharJsts,scienJstsandteachers,researchingandexploringtheimpactofplasJcsonbeachesandmarinelife.ThefirstpartofthedaywasspentcollecJng,sorJngandclearingplasJcandotherrubbishfromthebeaches,withhelpfromEastbourneBoroughCouncil,SurfersAgainstSewage,STEMSussex,andtheMarineConservaJonSociety.

Intheacernoon,photographerElizabethDoakledaprogrammeofcreaJvephotographyacJviJes,withsupportfromtherestofthearJstteam.TheacJviJesweredesignedtohelpstudentsinvesJgatethedebristheyhadcollected,throughthemediumofphotography.Severalschoolswentontoincorporatetheactualitemsfoundduringthebeachcleanintotheirindividualprojects.

DifferentSchoolApproachesFourofthesixparJcipaJngschoolstookpartinallstagesoftheprocess,compleJngthein-schoolprojectaccordingtothebrief,andexhibiJngworkinthefinalexhibiJon,enJtledRip%de:Observa%onsofMarinePollu%onbyYoungPhotographers.

•Someschoolsdeliveredtheprojectasanextra-curricularclub•SchoolslookedatarJstsknownforexploringenvironmentalthemesandthoseworkingwithwaste/recycledmaterials•MarinebiologistsandSTEMAmbassadorsvisitedtheschoolstogivetalksonoceanecologyandtheimpactofplasJcwaste•Pupilsworkedwithsculpture,journaling,photographyandgraphicdesign•OtherschoolsweretakenoffJmetabletoworkintensivelyontheproject•Teachersa[endedfourCPDsessions,ledbyPhotoworksandSTEMSussex

“Artandscienceworkreallywelltogether.Itisagoodideabecauseeverythingiscloselylinked.”(Pupil)

InspiringCrea@veLearning“Studentswereinspiredbythesciencetopic.Itwaseasilygraspable,urgent,andrelevanttothem”,reportedoneschool.InparJcular,thebeachcleanday“broughthomeanunderstandingofplasJcpolluJonanditsimpactontheoceans”.

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StudentsengagedincreaJvelearning,developingtheirskillsthroughexperimenJngwitharangeofphotographictechniques.Studentfeedbackdemonstratestheirenthusiasmandpersonalenjoymentoftheproject.“ItwaseducaJonalandagreatwaytoexpressourcreaJvity”,saidonestudent.“IreallyenjoyedtheprocessofcreaJngapiece.IfoundthedifferentacJviJesinspiring”,saidanother.

SeveralstudentsmenJonedtheimpactoftheprojectontheirunderstandingofmarineconservaJon.Infact,anevaluaJonoftheprojectbyCultureShicfoundthiswastheareawiththehighestlevelsofstudententhusiasm.Studentstalkedofitgivingthemapassionforecology,andhoweye-openingtheexperiencehadbeenforthem.“ItwasreallyinteresJngtolearnabouttheharmthatweashumansarecausing.[Takingpartin]thebeachcleanmademefeelreallygoodinside.Iwouldn’tthinktwiceaboutdoinganotherone”,saidonestudent.

FurtherstudentcommentsdemonstratedanapproachtoscienceandartascomplementarybutdisJnct,wherescienceisunderstoodas‘learningfacts’,andartisseenas‘creaJvityandself-expression’:“ItwasnicetoJethetwotogether…tolearnmoreaboutthesubject,thenmakesomethingtoexpressourfeelingsaboutit.”

Thereisthepossibilitythatcommentslikethisreflecttheapproachtakenbymostschoolsduringthisproject-choosingtofirstteachtheirstudentsthesciencecontent,andthenhavingthemexpresstheirlearningthroughphotography.“ItwouldbeinteresJngtoseeiffutureiteraJonsofthisprojectcouldexploredeeperconnecJonsandsimilariJesbetweentheartsandsciences,ratherthansimplyreinforcingtheirdisJncJveness”,reportedCultureShic.

ConclusionsThisprogrammedemonstratedthebenefitsforbothstudentsandteachersinworkingacross/withacombinaJonofartandsciencesubjectma[er.FeedbackclearlyshowsthatstructuredCPDwasvaluedgreatlybyteachers,andthatbothteachersandpupilsenjoyedtheopportuniJestoworkcollaboraJvely,acrossotherdisciplinesandalongsideotherschoolsintheregion.

Theprogrammewaschallengedbyanumberoffactors,includingpressureonteachers’Jme,difficultyforschoolsintakingonprojectsaddiJonaltotheexisJngcurriculum,workingacrossdifferentdepartments,andalackofflexibilityinJmetabling.“ThesechallengeswerecompoundedbysomeaddiJonaldifficulJesaroundcommunicaJonwithschools,seungprojectexpectaJons,andclarityaroundrolesandresponsibiliJeswithintheprojectteamatthestart”(CultureShic).Despitechallenges,teachersandstudentsacJvelyengagedintheworkand“derivedvaluefromit”,theevaluaJonreportexplains.

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ThereisanappeJteamongstpartnerschoolstobuildonthisworkwithfurtherprogrammes.Shouldanotherprogrammebefunded,it“wouldbeinteresJngtoseeifdeeperengagementbetweenartsandsciencesispossible”(CultureShic),amovethatwouldseeschoolsfeelingmoreabletomovebeyondusingartsprimarilyasatoolforcommunicaJngacademicsubjects.Somethingthatwouldleadtotheartsbeingusedmoreprevalentlyas“amethodofexploraJonanddiscovery”intheirownright.

Todownloadandreadthefullcasestudy,visit:h[ps://artswork.org.uk/resources/steam-cleaning-up/

Poster3:

Learningthroughartsandculturedevelopsskillsandbehaviourthatleadchildrentodobe[erinschool.

Transferableskills,includingconfidenceandcommunicaJon,areboostedbybetween10-17%.

(Understandingtheimpactofengagementincultureandsport,2010)

Poster4:

Artsinschoolscanbeusedtocombatinequality.

In2011,thePresident’sCommi[eeontheArtsandHumaniJesfoundthat“arts-engagedlow-incomestudentstendtoperformmorelikeaveragehigher-incomestudents”.

Afurtherstudyfrom2012,foundthatstudentswhoseeducaJoninvolvedartswere“threeJmesmorelikelythanstudentswholackedthoseexperiencestoearnadegree”.

(Theartsandachievementsinat-riskyouth,2012)

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ii.CaseStudy:STEAMinMo@onwithThanetSTEAMNetwork

TheProjectFollowingArtswork’scallforschoolstoformSTEAMNetworksacrosstheSouthEast,Thanet-basedChathamandClarendonGrammarSchoolwereselectedtoheaduptheNetworkfortheirlocalarea.Workingwiththreeotherschools,theNetworkwasdesignedtofuncJonasthestarJngpointforacollaboraJveartsandcultureprogrammethatworkedtoinjectcreaJvityintoSTEMsubjects.

Thephysics-basedthemeof‘moJon’waschosen,andstafffromacrossthefourschoolscreatedSTEAMschemesofwork,deliveredtostudentsduringaSpring/Summerterm.Support,sharingandcollaboraJveinputcamefromorganisaJonsincludingTurnerContemporary,Dreamland,andCanterburyChristChurchUniversity,withbi-termlymeeJngsheldintherunuptoatwo-daySTEAMevent,BigGeekFesJval.ThomasBrewin,HeadofDesignandTechnologyatChathamandClarendon,spoketousabouttheprogramme.

“TheThanetSTEAMNetworkhasfacilitatedastronglinkbetweentheartsandscienceswithinpar@cipa@ngschools.”(ChathamandClarendonGrammarSchool)

ThePeoplePartners:•ThanetSchoolsSTEAMNetwork(ledbyChathamandClarendonGrammarSchool)•TurnerContemporary•Dreamland•CanterburyChristChurchUniversity•GeneJcMoo

ParJcipaJngschools:•ChathamandClarendonGrammarSchool•ChristChurchCofEPrimarySchool•St.Peter-in-ThanetCofEJuniorSchool•St.Laurence-in-ThanetJuniorAcademy

BigGeekFes@val“Workingwithourpartners,weorganisedatwo-dayBigGeekFes%val,tosupporttheschool-basedschemesofwork”,explainsThomas.Acrosstheschools,pupilsfromYears4and5a[endedthefesJval,whichwashostedatDreamlandandTurnerContemporaryinMargate.“Thechildrentookpartina3DprinJngworkshopledbyYear12studentsfromChathamandClarendonGrammar”,hesays.“Theyhadbeentrainedbeforehandatourschool’s3DHUB.”Alongsidethis,stafffromTurner

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Contemporarydeliveredgallery-basedacJviJes,acreaJvepracJJonerranadanceworkshop,andGeneJcMoo(ArJsts-in-ResidenceatDreamland)co-deliveredaworkshopwithmoreYear12studentsfromChathamandClarendon.OtherworkshopsattheFesJvalincludeda‘MakeyMakeyInvenJon’workshopanda‘Forces’parkexperience,wherestudentswereallowedJmeatDreamlandtoaccessthepark’srides.

Butitwasn’talljustfunandgames.“Theparkexperiencewasusedtocreate‘moJonpoetry’aspartofSt.Peter-in-ThanetCofEJuniorSchool’sSTEAMschemeofwork”,Thomasexplains.

DuringtheFesJval,Year8pupilsfromChathamandClarendontookpartinaRollercoasterworkshop,ledbyCanterburyChristChurchUniversityintheeducaJonalspaceattheTurnerContemporarygallery.Thomasdescribestheworkshopas“ateam-buildingacJvityusingK’NextocreatefuncJoningrollercoastersasapracJcalapplicaJonofphysics”.

WiththeBigGeekFes%valacJngasthelauncheventforthewholeSTEAMiniJaJve,teacherswerethenprovidedwithaProfessionalDevelopmentsessionledbyaSTEMAmbassadorandlocalarJsts,togatherinputandideasfortheworkthatwouldbecarriedoutbackintheclassroom.

“ThisjourneyhashelpedformaliseleadershipoftheArtswithinourschool.OurHeadteacherandnamedGovernorforArtsprovidedsupportandenthusiasmthroughout,andcolleaguesboughtintoastrongvision.”(ChathamandClarendonGrammarSchool)

LearningandReflec@onsEvaluaJngtheprogramme,ThomascitestheissueofJmeasalimitaJonandapressure.HesaysthatworkingwithinsuchastrictJmeframewasarealchallenge,andtheyulJmatelyhadto“workoutsideoftheoriginalJmelineinordertoprovideaqualityprogrammeandensureinvolvementofallpartnersandstudents”.

Despitethis,hesaystheprojecthasbroughtaboutunmistakablebenefitstostaffandstudentsattheparJcipaJngschools.Asaresult,ThanetSTEAMNetworkisconJnuingbeyonditsiniJallifeexpectancy.Helabelsthis“averystrongstatementof[thesuccessof]theproject”,andexplainsthatthroughfurthercollaboraJvereflecJonwiththepartners,ithasbeenagreedthattheNetworkwillconJnueinasimilarformat.

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“BuildingrelaJonshipswithlocalartspartnersiskey,asiscommunicaJon”,hesays.“Inthefuture,weaimtokeepseekingfundingandtokeepworkingwithpartnersinkindasmuchaspossible.”

Todownloadandreadthefullcasestudy,visit:h[ps://artswork.org.uk/resources/steam-in-mo@on/

Poster5:

Employabilityofstudentswhostudyartssubjectsishigher,andtheyaremorelikelytostayinemployment.

IntheUK,thecreaJveeconomyaccountsfor3.12millionjobs.That’s1inevery11peopleemployedhere.(Crea%veIndustriesFocusonEmployment,2016)

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iii.CaseStudy:STEAMthroughStructurewithHampshireSecondarySTEAMNetwork

TheProjectBetweenJanuaryandSeptember2017,Gosport-basedBridgemarySchoolledaSTEAMNetworkinthearea,tobuildlinksbetweentheartsandsciencesandprovidehigh-qualitylearningopportuniJesintheprocess.WorkinginpartnershipwitharJstslocaltoeachschool,aswellaswithWinchesterScienceCentre,theprogrammeexploredhowcollaboraJve,creaJveapproachescouldlinkandenrichlearningacrossthewholecurriculum.Aspartofthis,aCPDprogrammeforteachersandpracJJonerstookplace,aswellasopportuniJesforpupilstogainanArtsAward,andsupportforparJcipaJngschoolstoworktowardsArtsmark.

ANetworkmeeJngdayatArtswork(inSouthampton)allowedJmeforinspiraJon,viatherangeofpartnersandresourcesavailabletoallschoolsinvolved.Atthemeet-up,theNetworkse[ledonthethemeof‘Structures’.Duetodifferingneedsperschool,itwasdecidedthatarangeofapproacheswouldbetaken,withclustersofschoolsworkingondifferentprojectstogether.EmmaCairns,AssociateSeniorLeaderandHeadofArtandTechnologyatBridgemary,filledusinonhowherschool’sworktookplace.

“ForsomeschoolsintheNetwork,acollapsed@metableforafortnightwasthewayforward.Forothers,itwasasanamer-schoolac@vity.ForusatBridgemary,itwasaterm’sworthofwork.”(EmmaCairns,BridgemarySchool)

ThePeoplePartners&PracJJoners:

•HampshireSecondarySTEAMNetwork(ledbyBridgemarySchool)•WinchesterScienceCentre•SEARCHMuseum,Gosport•SplodgeDesigns•BridgemaryCarnivalAssociaJon•STEAMCo•ArtsUniversityBournemouth(AUB)•BAESystems•CEMASTEngineeringCollege•AcademyofMusicandSound•YServices•StVincent’sCollege

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•SolentLocalEnterprisePartnership

ParJcipaJngSchools:

•BridgemarySchool•RownerPrimarySchool•ChristtheKingCollege•CowplainSchool•WildernSchool•AdmiralLordNelsonSchool•WoodlandsSchool

BridgemarySchool:TheHungerGamesHavinghadprevioussuccesswithaHarryPoLer-themedSTEAMproject,BridgemarySchooldecidedtobasetheir‘Structures’workaroundthemestakenfromthepopularbookandfilmseries,TheHungerGames.“Studentscompletedcross-curriculartasks,connecJngtheirworkcreaJvelythroughtheover-archingtheme”,saysEmma.“Theylearntaboutpolymersanddesignedandcreatedtheirown‘victorparachutes’[totransporteggstothegroundwithoutthemcracking].”Acerlookingatthedesign/conceptofbridgesasstructures,pupilsworkedwithlocalcompanySplodgeDesignstocreate‘TowerBridge’foracarnival.

DevelopingpartnershipswithSTEMAmbassadorsgreatlyenrichedtheproject,Emmabelieves.“StudentsreceivedhighqualityinformaJonandfeedbackfromexpertswithinSTEMfields.”

TheschoolalsodevelopedtheroleofSTEAMStudentAmbassadors,toworkalongsideteachersintheplanningofaSTEAMprojectforYear9pupils.“WewanttoensurethelegacyofSTEAMcanbesustained”,Emmaexplains.“StudentshavesaidtheywantmoreSTEAMprojects!”

SuccessfulOutcomes• BridgemaryranareadinginiJaJveaspartoftheHungerGamesfocus.TeachersreportedanincreaseinposiJveautudestowardsreadingandimprovedmoJvaJonduringlibrarysessionstoo,aswellasgreaterconfidenceinpersonalreadingabiliJes.

•Theyalsonoted“greatervocabulary[being]usedwhenpupilsdiscussedthebookswiththeirpeers”.

•Theschoolsawanincreaseina[endancewhencomparedtothepreviousacademicyear,andbehaviouralchangeswereobservedtoo.Totheiramazement,incidencesofbadbehaviourhalvedduringtheSTEAMproject.

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Studentswereaskedfortheiropinionsontheproject:

* 83%saidtheywouldlikeanotherSTEAMprojecttaughtinYear9* 86%votedforanothersixweek-longSTEAMproject* 70%agreedthatSTEAM’scross-curricularapproachmadeadifferencetotheirlearning

* 74%saidtheywouldlikeothersubjectstobeinvolvedinfutureSTEAMprojects

“Cross-curriculumlinksareessen@altoachild’sunderstandingandinterdependence,foroverlappingknowledgeanddrawingconnec@onsbetweenconcepts.”(Teacher,BridgemarySchool)

ChallengesandLearningTime“OntopofafullschoolJmetableandrunningadepartment,thereneverseemedtobeenoughJmetorunthisasjustonestaffmember”,saysEmma.“TheschoolshouldconsiderhavingaSTEAMLeadwhohasallocatedJmetobeabletoplananddelivertheworkaspartofthecurriculum.”ShebelievesthiswouldshowagreatercommitmenttodevelopingSTEAMwithintheschooltoo.

ArtsAwardIniJally,42PupilPremiumpupilswereinvitedtoworktowardsanArtsAward.Unfortunately,only21achievedanArtsAward.“Withhindsight,Iwishthisopportunityhadbeenopentoallstudents,asitwouldhavebeeninteresJngtoseehowmanywouldhavesignedup.”StaffChangesInthemidstoftheproject,theHeadofMaths,theHeadofScience,andanotherMathsteacheralllectheschool.ToensurethelegacyofSTEAM,Bridgemaryhadtoworkto‘induct’severalnewmembersofstaff,tomakesuretheprojectcouldconJnuetobeasuccess.

ApproachingsimilarworkinthefutureAsthiswastheschool’ssecondSTEAMproject,Emmasaysthis“provesitissustainableasamodelfordeliveringaninterwovencurriculum”.Forfutureprojects,shesaystheschoolwilladoptthesamemodelagain.

Recommenda@onsforOtherSchoolsMentallypreparingforthejourneyitselfiscrucial,saysEmma.“Youneedstafftobewillingandpreparedforalltheupsanddownsthroughouttheproject.”

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Aswellasthis,uniJngsubjectareaswithasharedgoalreallyaidsinconnecJngthedots.“Wefoundthathavingthelearninga[achedtoourschoolrewardssystemwaspivotalinuniJngtheSTEAMsubjectareasandallowingittohaveastrongLiteracyfoundaJon”,explainsEmma.BasingtheprojectaroundabookmeantthatschoolscouldhoneinonLiteracyskillsandensurethatthiswasbeingevidencedinlessons.EmmawouldalsorecommendcreaJngSTEAMStudentAmbassadorssothatfutureworkcanbecarriedoutbystudentsthemselves.“TheycouldthenmentorotherstudentsonSTEAMprojects,orbeusedasreadingbudiestosupportlowreadersinaccessingthestories.”

Con@nuingaSTEAMLegacy“OurTransiJonprogrammenowfocusesonSTEAMandprovidesanaturaltransiJonthatrunsparalleltothePrimaryCurriculum.”TheschoolhasplanstofurtheritslinkswithHigherEducaJontoo,embeddingconnecJonsintotheirKS4Curriculum,“toallowgreaterinsightintoHigherEducaJonroutespost-16”.

“Iwouldhavelikedtheopportunitytohavevisitedotherschools,toseetheirworkinacJon”,saysEmma.Thisissomethingshehopesmightbeincorporatedinfutureprojects.Sheispleasedwiththesuccessoftheprojectandfeelsthat,despiteitschallenges,thehardworkhasverymuchpaidoff.“ThankyoufortheopportunitytobeapartoftheSTEAMNetwork,andtoworkwithexternalproviders.WemustallowArttohaveaplaceinthecurriculum.”

Todownloadandreadthefullcasestudy,visit:h[ps://artswork.org.uk/resources/steam-through-structure/

Poster6:

Volunteeringandcaringarebothdevelopedbyartsengagement.

ACultureandSportEvidence(CASE)reviewfoundadirectcorrelaJonbetweenartsengagementandyoungpeoplevolunteeringandcaring.(AreviewoftheSocialImpactsofCultureandSport,2015)

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Poster7:

Studentsfromlow-incomefamilieswhoengageintheartsatschoolare20%morelikelytovoteasyoungadults.

“Youngadultswitharts-richexperiencesinhighschoolweremorelikelytovoteand/orparJcipateinapoliJcalcampaign.”Themostsignificantdifferenceswerenotedingroupsoflowsocio-economicstatus.(DoingWellandDoingGood,2009)

“Artandmusic-relatedleisure,readingforpleasure,andvisiJngamuseumatage16increasedtheoddsofcivicengagementby29.”(TeenageTimeUseasInvestmentinCulturalCapital,2003)

iii.CaseStudy:STEMtoSTEAM:BreakingtheCodewithSouthOxfordshireSchoolsPartnership

TheProjectInMarch2017,sixschoolsfromtheSouthOxfordshireSchoolsPartnershipembarkedonamissiontoembedtheArtsintoaSTEM-dominatedcurriculum.Theircentralthemewas‘BreakingtheCode’,inspiredbytheworkofAlanTuringandBletchleyPark.ParJcipaJngschoolsexploredafusionofArtsandSTEMsubjects,tocreatetheirownresponse.Overthecourseofayear,700+studentsworkedonSTEAM-inspiredprojects.Schoolstookseveraldifferentroutes,includingvisitstoBletchleyPark,anexploraJonofDNAandtheworkofRosalindFranklin,astudyonsynaesthesia,plusideassurroundinggeneJcmodificaJon,mutaJon,andtheconceptof‘designerbabies’.

“TheimportanceofSTEMtoSTEAMcannotbeunderes@matedinourrapidlychangingworld.”(SouthOxfordshireSchoolsPartnership)

ThePeoplePartners&PracJJoners:•TheatreofDebate•BethanyMitchell(ModernArtOxford)•OxfordContemporaryMusic•OxfordBrookesUniversity•DrewMorris(ArJst)•CharlieSpeke(ArJst)•JasminVardimonDanceCompany•LunaRussell(CommunityArJst)•ScienceOxford

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•TheWellcomeTrust•ThinkLockhart•STEAMCo.•BletchleyPark•DidcotPowerStaJon• CallumJohn(FilmProducJon)

ParJcipaJngSchools:•LarkmeadSchool•FitzharrysSchool•CarswellPrimarySchool•AureusSchool•KingAlfred’sAcademySchool• St.Helen&St.KatherineSchool

DifferentSchoolApproachesLarkmeadSchool

•AllYear9studentstookpartinaSTEAMday•Therewereworkshopsincoding,science,drama,dance,andonDNAandtheconceptof‘designerbabies’.•Basedonlearningfromtheworkshops,studentsproducedarangeofperformancepieces,whichwereshowcasedviain-schoolperformancesandaneventatDidcotCornerstone.• WorkedwithfourprimaryschoolsexploringforensicscienceandcreaJngdanceanddramapiecesasaresponsetothelearning.Over100Year5primaryschoolchildrentookpartinaBreakingtheCodeDay.

CarswellPrimarySchool•PupilswentonavisittoBletchleyPark.•UsingtheirtripasinspiraJon,pupilsproducedafilmcalledBreakers–lookingathowtechnologymightaffectthefutureofeducaJon.•StudentstookpartinacodingworkshopwithScienceOxfordandworkedwithThinkLockharttocreatecostumesandprops.• FilmingtookplaceinschoolandonlocaJonatDidcotPowerStaJon.

AureusSchool•AllYear7pupilsweretakenoffJmetableforadaytoexplorethesciencebehindforensicsandcoding,andthepercepJonofwomeninScience.•HeldaTeachMeettoshareexperiencesoftheprojectwithothers.•WorkedwithScienceOxfordandarangeofArt,DanceandDramapracJJonersonavarietyofworkshops.

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FitzharrysSchool•Year9pupilsexploredgeneJcmutaJonandcreatedsoundscapesasaresponse,

throughelectroacousJcs.•BrianMackenwell’steamfromTheWellcomeTrustdeliveredworkshopsand

lecturesongeneJcsandmutaJon.• PaulWhi[y,ProfessorandResearchLeadforArtsatOxfordBrookesUniversity,led

aseriesofworkshopsonelectroacousJcs.

KingAlfred’sAcademy•AsmallgroupofYear9pupilsworkedwithScienceOxfordtoexploresynaesthesia.•LedbyBethanyMitchellfromModernArtOxford,pupilscreatedtexJle

installaJonsbasedontheirinterpretaJonsofwhatitmightbeliketo‘hear’colour.

• Pupilsalsoexploredtasteandthewayitmightberepresentedthroughprintedshapes.

St.Helen&St.KatharineSchool•Year7pupilsdevisedapieceoftheatrebasedonLindaLiukas’HelloRuby:

AdventuresinCoding.•Studentsworkedwithcodinganda[endedTheatreworkshopsledbyPhysical

TheatrePracJJoner,AndreReblo(JasminVardimonDanceCompany).• UsingthecharactersinLiukas’bookasaspringboard,pupilscreatedtheirown

dialogueandacJonsequences,tobringthepagetothestage.

Challenges&LearningLarkmeadSchool’sAndreaPhillipsexplainssomeofthechallengestheschoolsfacedalongtheway.“CreaJngapartnershipgroup/networkwasachallengeintermsofgeungschoolsonboard.”Shesuggeststherewerenumerousfactorsthatcontributedtothis.“TheshrinkingArtfaculJesinschoolsmeantalackofstafftodeliverthework.Anacademicfocusonthecurriculumalsocreatedchallengesin‘releasing’studentstoparJcipateinworkshopdays.”

“OnesecondaryschoolwereallowedtocomeoffJmetabletodotheSciencepartsoftheproject,buthadtodotheMusicsideoftheworkwithintheirallocatedMusiclessonJme.”AndreabelievesthesesortsofJmelimitaJonsonthecurriculumareparJcularlyprevalentatsecondaryeducaJonlevel.

CollaboraJonacrosscurriculumareaswasalsoarealchallenge,shesays.“SpecialistsinSTEMsubjectswerekeentodelivertheirinputtotheproject,butseemedmorereluctanttoembracethearJsJcsideofthings.”Artsstaff,ontheotherhand,were“proacJveinlearningaboutSTEM,anda[endedtheworkshopsprovidedtosupportCPDandknowledgeexchange”.

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Despitethechallenges,Andreasaysthelearningforpupilswas“fantasJc…withsomereallycreaJveoutcomes”.

“ScienceandArtsshouldcollaborate:artshaveascien@ficprocess,sciencehasacrea@veprocess!”(Teacher)

“ThiswasareallyexciJngproject”,wroteonestudent.“Itwasgreattoseewhatwecouldlearnandcreate.”

CommunicaJon,interpersonalskillsandincreasedconfidenceincontribuJngtogroupdiscussion,wereallcitedaslearningpointsacrosstheschools.Pupilswereabletopickup“keyskills[such]asteamwork,howtoexecutethesametaskindifferentways,andbeingcreaJve/thinkingcreaJvely”,saidateacherfromStHelen&StKatharineSchool.TherewasalsoagrowthinanalyJcalskills,increasedconfidenceinrecognisingandexplainingpersonalcreaJvedecisions,andcreaJvethinking–“interpreJngabstractideasthroughvisualarts”,saysAndrea.

LookingAheadAndreasaysthereis“mostdefinitelyastrongneedforthiswork”,whenaskedaboutthefuture.“ThefocusofSTEAMhighlightedtoallwhoparJcipatedthatcreaJvesubjectsandSTEMworkverywelltogethertosupportandembedlearning.WeweresurprisedbyhowmanystudentsfoundtheexploraJonofSciencethroughtheArtsreallysJmulaJng”,sheexplains.

WithafutureincreasinglyshapedbytechnologyandArJficialIntelligence,Andreabelievesthereisan“evengreaterneedtodevelopiniJaJveslikethese.”

Encouragingly,shereports,“thereisagrowingbodyofeconomistsandleadersineducaJon,theArts,andwell-informedpoliJcianswhounderstandtheneedforArtstoremaincentraltooureducaJonsystem.PromoJngSTEAMhelpstopromotetheimportanceofcreaJveskills,whichareessenJalforourfutureworkforce”.

Todownloadandreadthefullcasestudy,visit:h[ps://artswork.org.uk/resources/stem-to-steam-breaking-the-code/

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Poster8:

Youngoffenderswhotakepartinartsac@vi@esare18%lesslikelytore-offend.

Re-offendingratesamongyoungpeoplewhotookpartinSummerArtsCollegeswere54%comparedtoanaJonalre-offendingrateof72%.Between2007and2010,thissavedtheCriminalJusJceSystemmorethan£1million.(TheArtofEngagement:OutcomesandImpactoftheSummerArtsCollegeProgramme,2014)

Poster9:

Engagingincrea@vityathomeimproveschildren’sbehaviour,boostsmood,andraisesabilityinreadingandmaths.

AspartofaUKstudy,ChildoftheNewCentury,researchersfoundconnecJonsbetweenchildrenengagingincreaJvityinthehomeandimprovedmoodsandbehaviour,aswellashigheracademicability.

(ChildoftheNewCentury,2016)

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3.Tips,TricksandInsiderKnowledge

Top@psforrunningSTEAMprojectsinyourschool:

•GoodcommunicaJonisthekeytosuccess!•BuildgoodworkingrelaJonshipswithexternalpartners.•HaveaNamedGovernorforArts–extrasupportforSTEAMfromLeadershipteamisveryvaluable.•ExploreopportuniJesforSTEAM-basedProfessionalDevelopmentforyourstaff.•Tryandbringinspecialistsfromoutsidesources–i.e.UniversiJes,STEMexpertsandlocalbusinesses.•ConsiderlinkingwithTeachingandLearningResponsibility(TLR)opportuniJesorotheraddiJonalteachingqualificaJons.•DevelopastrongArtsAwardoffertorunalongsidetheproject.•CarryoutanauditofwhatSTEAMacJviJesarealreadyhappeninginyourschool.•ConsiderhavingaSTEAMCoordinatororSTEAMteaminyourseung.•ThinkaboutwaystopromoteSTEAM-relatedcareersaspartoftheproject.•AllocateagoodamountofJmetotheplanningstagesoftheproject.•Makesurestaffareonboardandcancommittotheproject–theirsupportisincrediblyimportant.

• Thinkaboutevidencing the impact of STEAM projects–how do you know it is an effective way of working?

• UJlisefree/affordableorin-kindcontribuJonsfrompartners.

• Remaininclusive–don’tworryaboutstudents’abilityforperformancesetc,leungthemexploreandputthemselvesouttherewillbuildconfidenceandpeerrespect.

• RingfenceanamountofyourbudgettopayforadministraJvesupport–chasing andcollaJngevidence,maintainingcontractsandcommunicaJon,etc.

• Ifpossible,bringparJcipaJngschoolstogetherearlyon,sotheycanbeinvolvedin fundingbidsandfeelinvolvedandunitedfromtheoutset.

• Consider how STEAM approaches can provide valuable evidence to Ofsted by demonstrating breadth and balance in your curriculum whilst also raising the profile of the arts and creativity.

“STEAMgivesstudentscon@nuityintheiroverallcurriculumandlearning.”(Teacher)

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EmbeddingSTEAMinyourArtsmarkjourneyPuungtheartsattheheartofeducaJonthroughArtsmarkcanhelpunlockyourpupils’potenJal.ArtsmarkisapracJcaltoolforschoolsseekingtoenrichtheirartsprovision.WanttoturnSTEMintoSTEAMwithArtsmark?

Haveyouconsidered:

•BuildinginSTEAMasadevelopmentpriority?•UsingyourStatementofImpacttoevaluatethedifferenceaSTEAMprogrammehasmadetoyourpupils,schoolandyourownteaching?

•Namingsomeone(ifappropriate)astheSTEAMLead/Coordinator?•UsingthetwoyearsofyourArtsmarkjourneytotaketheJmetoembedsmallthingstocreatebigchangeinthefuture?(e.gbuildinginCPD,planningforacademicyearahead,protecJngbudget)

•Workingwithotherschoolstoshareresources?(materials,equipment,skills,CPDcostsetc)

•SeekingpartnershipwithlocalSTEMbusinessesandorganisaJonstopotenJallyfundnewequipmentandnewprogrammes?

“Artsmarkdoesbrilliantworkinschoolsandeduca@ontoensureyoungpeopleaccessabroadandbalancedcurriculumthatincludeshigh-qualityartsandculture.”(MichaelEllisMP,DCMS)

FindoutmoreaboutArtsmarkath[p://bit.ly/2YJXIIf

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SourceList

Sources:STEAM:What’sitallabout?

•Bakhshi,H.,Frey,C.andOsborne,M.(2010).CreaJvityvsRobots:TheCreaJveEconomyandtheFutureofEmployment.London:Nesta.

•BriJshEducaJonalResearchAssociaJon(2016).ReviewingthePotenJalandChallengesofDevelopingSTEAMEducaJonthroughCreaJvePedagogiesfor21stLearning.[online]BERA.Availableat:h[ps://www.bera.ac.uk/project/bera-research-commissions/reviewing-the-potenJal-and-challenges-of-developing-steam-educaJon-2[Accessed13May2019].

•Cooper,B.(2018).PrimaryColours:thedeclineofartseducaJoninprimaryschoolsandhowitcanbereversed.[online]London:FabianSociety,.Availableat:h[ps://fabians.org.uk/publicaJon/primary-colours/

•CulturalLearningAlliance&Nesta(2017).STEAM:WhySTEMcanonlytakeussofar.London:CulturalLearningAlliance.

•CulturalLearningAlliance,IncorporatedSocietyofMusicians&WHATNEXT?(2018).ArtsinSchools:aBACCfortheFuture,CulturalLearningAllianceandWHATNEXT?toolkit.[online]CulturalLearningAlliance.Availableat:h[ps://culturallearningalliance.org.uk/wp-content/uploads/2018/09/Arts-in-Schools-Toolkit.pdf

•DepartmentforEducaJon|Webarchive.naJonalarchives.gov.uk.(2017).KeydepartmentstaJsJcs-Data,researchandstaJsJcs.[online]Availableat:h[ps://webarchive.naJonalarchives.gov.uk/20130402192545/h[p://www.educaJon.gov.uk/researchandstaJsJcs/staJsJcs/keystaJsJcs[Accessed13May2019].

Sources:PosterSta@s@cs

•Ca[erall,J.(2009).DoingWellandDoingGoodByDoingArt.LosAngeles:I-GroupBooks.

•Ca[erall,J.,Dumais,S.andHampden-Thompson,G.(2012).Theartsandachievementsinat-riskyouth:findingsfromlongitudinalstudies.[online]Washington:NaJonalEndowmentfortheArts.Availableat:h[p://www.arts.gov/sites/default/files/Arts-At-Risk-Youth.pdf

•ChildoftheNewCentury.(2016).HomeandFamily.[Online].Availableat:h[p://www.cls.ioe.ac.uk/cnc/page.aspx?sitesecJonid=64&sitesecJonJtle=Home+and+family

•DepartmentforCulture,Media&Sport(DCMS)(2016).CreaJveIndustriesFocusonEmployment.[online]London:DCMS.Availableat:h[ps://www.gov.uk/government/publicaJons/creaJve-industries-2016-focus-on/key-findings

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•DepartmentforCulture,MediaandSport(DCMS)(2010).Understandingtheimpactofengagementincultureandsport.CultureandSportEvidenceProgramme(CASE).London:DCMS.

•Grossi,E.etal.(2010)TheimpactofcultureontheindividualsubjecJvewell-beingoftheItalianpopulaJon:anexploratorystudy.AppliedResearchinQualityofLife.

•Konlaan,B.etal.(2000)VisiJngthecinema,concerts,museumsorartexhibiJonsasdeterminantofsurvival:aSwedishfourteen-yearcohortfollow-up.ScandJPublicHealth.

•Robson,K.(2003).TeenageTimeUseasInvestmentinCulturalCapital.WorkingPapersoftheInsJtuteforSocialandEconomicResearchpaper2003-2012.Colchester:UniversityofEssex.

•Stephenson,M.,Adams,M.andTarling,R.(2014).TheArtofEngagement:OutcomesandImpactoftheSummerArtsCollegeProgramme2007-2012.Norwich:Unitas.

•Taylor,P.,Davies,L.,Well,P.,Gilbertson,J.,&Tayleur,W.(2015).AreviewoftheSocialImpactsofCultureandSport.London:DCMS.

Poster10:

Peoplewhotakepartintheartsare38%morelikelytoreportgoodhealth.

Nordicdatafoundthatpeoplewhovisitedcinemas,artexhibiJons,museumsorconcertsregularlyhadalowermortalityrisk.(Visi%ngthecinema,concerts,museumsorartexhibi%onsasdeterminantofsurvival,2000)

Italiandatashowsthatculturalaccessisthesecondmostimportantdeterminantofwellbeing,abovefactorsincludingoccupaJon,age,incomeandeducaJon.(Theimpactofcultureontheindividualsubjec%vewellbeingoftheItalianpopula%on,2010)

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Links,resourcesandfurtherinforma@on

UsefulWebsites

www.culturallearningalliance.org.uk/evidencewww.baccforthefuture.comwww.bera.ac.ukwww.stemtosteam.orgwww.steamco.org.ukwww.stem.org.uk/impact-and-evaluaJonwww.bostonartsacademy.org/steam-lab

STEAMteachingresourcesandinspira@on

SawTrust(freeresources)www.sawtrust.orgTESSTEAMResources:www.tes.com/teaching-resources/steamHowtoSmileBlog(SpaceToolkitwithNASA):www.howtosmile.org/blog/posts/explore_science_space_earth_2017_toolkitEducaJonCloset(STEAMResource,USA):www.educaJoncloset.com/steam/steam-resources-for-any-classroom/IntoFilm(searchSTEM/STEAMrelatedfilms,accessfreeresourcesandstartaFilmClub:www.intofilm.orgTheBigDraw(drawingforMathsandScience):www.bshs.org.uk/the-big-draw-2016-from-stem-to-steam

FurtherSTEAMReading

WhySTEMcanonlytakeussofar’-CulturalLearningAlliance:h[p://bit.ly/2UR7tqtImagineNaJon:TheCaseforCulturalLearning-CulturalLearningAlliance:h[p://bit.ly/2GxuJzJReviewingthePotenJalandChallengingofDevelopingSTEAMEducaJon–BERA:h[p://bit.ly/2W1fgyhReflecJons:HowSTEMbecomesSTEAM–TheSTEAMJournal:h[p://bit.ly/2GuJFi9TheValueofaLiberalArtsEducaJon:h[p://bit.ly/2XF2SEMSTEMvs.STEAM:HowthesciencesandartsarecomingtogethertodriveinnovaJon:h[ps://ind.pn/2W3bxQV

Educa@onGrants

TheGoldsmiths’GrantsforTeachers:h[p://bit.ly/2ISZh1BTheFoyleSchoolsLibraryProgramme:h[p://bit.ly/2IHGw1YLondonMathemaJcalSocietyEducaJonGrants:h[p://bit.ly/2Zxso0sEMIMusicSoundFoundaJonGrants:h[p://bit.ly/2XEKVGg

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Insidebackcover:

“STEAMmeansdifferentthingstodifferentpeople.Havingtheartsforart’ssakeisvalid,andyettheartscanteachandenlighten.Theirinfluencecanbebothsubtleandpervasive.STEAMhasdepth.Itisintegratedandcross-curricular.What’smostimportantistotakeoffthelabelsandeducatetoeducate,nottodowellonatestorapar@cularprotocol,buttobecomeawholeperson.”(RuthCatchen,Reflec8ons–HowSTEMBecomesSTEAM,2013)

>endofdocument<

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