ACARA STEM Illustration of Practice
Girls need multiple and sustained opportunities to engage positively with STEM and STEM careers across their schooling. Many models provide opportunities for STEM learning both within and outside the curriculum.
An integrated STEM curriculum can take at least three different forms:
Hosted by one subject: A STEM subject teacher takes a STEM approach to a topic by building in one or more other STEM subjects or STEM skills.
Collaboratively taught: Two or more subject teachers collaborate to design a STEM unit. Each teacher teaches different components of the unit, with clear contributions from each subject in solving a common problem.
STEM-focused unit: A unit of work is specifically designed to teach STEM skills through a context that requires STEM content.
Informal learning about STEM, where the learning experience is dissociated from grades and assessment, has also been shown to increase girls’ engagement with STEM (Reinking and Martin, 2018). By providing informal introductory experiences, extra-curricular activities can build girls’ confidence and stimulate interest in STEM.
STEM experiences can be face-to-face or virtual, and hosted by the school or through a STEM institution. Explore STEM opportunities in your local area.
Explore these case studies to see how other teachers and schools have embraced STEM. As you view them, consider the following:
What motivated the school to embrace STEM?
What research informed the school’s actions?
How did students benefit from the STEM program?
What ideas could be adapted for your school?
From Associate Professors to Research Scientists, here are a range of posters ready to download featuring women in a variety of STEM roles that can be used to engage students in STEM.Find out more