STEM
It’s essential they see how the content they’re learning relates to the wider picture broadening participation and ensuring that all students can see themselves in STEM pathways. Inclusive and relevant teaching is key to raising both the pupils’ confidence and their aspirations.” Fortunately, schools in our area are tireless in their efforts to ensure that every child with an interest in STEM has endless opportunities to develop it. The methods of teaching chosen make STEM learning relevant, engaging and, of course, productive in terms of learning outcomes. One change has been a shift towards more autonomy in the classroom, says Cameron Holmes at Kimbolton School. “Pupils have an opportunity to explore a little more,” he says. He also points to the growing influence of STEM enthusiasts: pupils whose passion for topics such as computer-aided design, computer coding or AI filters out to their peers. Classroom approaches range from making real-world connections to hands- on, practical learning – some cutting edge, some old school. For example, Abbey College Cambridge has reintroduced dissection. This is especially popular with students as it provides a better appreciation of anatomical structures. Similarly, the school arranges for students to use research-grade laboratory equipment to learn about the real-life impacts of biotechnology such as DNA profiling. At St Mary’s, STEM connections with the here and now are creatively developed. If home delivery robots are in the news, they can be discussed and even recreated (in a simplified form) in lessons. “That hands-on experience feeds naturally into conversations about future careers and the subjects pupils might want to choose at GCSE and A-level,” says Andrew Severy. Encouraging pupils to investigate, record and analyse outcomes is a similarly engaging feature of STEM teaching at St Faith’s, with independent thinking and problem-solving very much to the fore. Pupils are encouraged to apply their knowledge by asking ‘why?’ or ‘what if?’, deepening their understanding of STEM subjects. Meanwhile, projects themed to stocks and shares (for pupils in year 8) and sustainability (years 6 and 8) bridge the gap between academic studies and real life. Rising to the challenge These levels of excitement don’t end in the classroom. Extracurricular STEM
AHEAD OF THE CURVE Abbey College Cambridge (top) and St Faith’s (above) are always looking for ways to adapt and evolve their STEM-related teaching so it’s both engaging and relevant for later life
dovetail with the demanding academic requirements of the courses. “Schools have to ensure strong examination results while also striving to innovate, creating a careful balance between maintaining academic rigour and introducing more engaging, forward-looking teaching approaches,” adds Cristina. Bringing learning to life This prospect is particularly demanding when the pace of change is so fast that
what’s current today might be out of date tomorrow. Then there’s the question of motivation – students can be concerned that the rise of AI in scientific research and medicine will impact on their future job prospects. It’s also still the case that access to STEM subjects isn’t equal, says Cristina. “While progress has been made, some areas of STEM remain underrepresented by girls and young women. Schools therefore play a crucial role in addressing stereotypes,
CAMBSEDITION.CO.UK JULY 2026 51
Powered by FlippingBook