Emily Ulrich and Melissa Reimers - The Graham (Polly) Farmer Foundation - Taking STEM to rural and...
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Transcript of Emily Ulrich and Melissa Reimers - The Graham (Polly) Farmer Foundation - Taking STEM to rural and...
Background
A partnership with Pilbara–based primary schools to
significantly increase the number of Indigenous students who
have the skills and knowledge in the mathematics and
science areas to choose study options and pathways into
Science, Technology, Engineering and Maths careers.
An initiative of the Graham(Polly) Farmer Foundation.
Maths and Science
Centres of Excellence
Location
Port Hedland
Industry Partner
BHP Billiton
School Partnerships
Baler Primary School
Cassia Primary School
South Hedland Primary School
Port Hedland Primary School
Saint Cecilia’s Catholic Primary School
Project Manager
Emily Ulrich
Maths and Science
Centres of Excellence
Location
Wickham
Industry Partner
Rio Tinto and with
Lotterywest grant
School Partnerships
Wickham Primary School
Project Manager
Melissa Reimers
Research
Science Engagement
“The review found considerable evidence that, for the majority of students, their life aspirations are formed before the age of 14, with the implication that engaging students in STEM* pathways becomes increasingly difficult after the early secondary school years. Interventions and resources aimed at encouraging student engagement in STEM thus need to be prioritized to engage and capture the imagination of students in the upper primary and early secondary school years.”
Reference: Opening up pathways: Engagement in STEM across the Primary-Secondary school transition Russel Tytler et al (2008) DEEWR commissioned study *STEM (Science, Technology, Engineering and Mathematics)
PISA Scores
“Two of the largest differences among specified groups of Australian students concerned socioeconomic background and Indigenous status. On average Indigenous students had scientific literacy scores 88 points lower, and mathematical literacy scores 80 points lower, than that of non-Indigenous students.”
Reference: Participation in Science, Mathematics and Technology in Australian Education, John Ainley, Julie Kos & Marina Nicholas (2008) Reporting on *PISA (Programme for International Student Achievement) Scores in Mathematical and Scientific Literacy
Learning Environments for Indigenous students
“… ‘quality teaching’ that enhances learning environments with responsive pedagogical practice is fundamental to meeting Indigenous students’ needs, and that ‘engaging learning environments’ are essential for the development of effective learning relationships that enhance success and subsequently foster students’ self-worth and sense of belonging.”
Reference: Australian Directions in Indigenous Education 2005–2008 (2006)
Program Structure
Selection of students
Years four to six Indigenous students who demonstrate aptitude in maths and science through national NAPLAN, WAMSE and in-school testing are offered places in
the enrichment program.
Centre locations
Maths and Science Centre of Excellence have been established at South Hedland Primary School (Hedland) and Wickham Primary School (Wickham).
Learning Program
Offered on two after-school sessions per week for two hours each
Sessions include afternoon tea, thirty minute maths, forty minute science and thirty minute extension/enrichment activity.
Employs teachers from the participating schools as maths and science Leaders to provide small group learning.
Time Period Activity
2:45 – 3:00 pm Afternoon snack with Maths and
Science Leaders
3:00 – 3:30 pm Maths Activities – delivered individually
through online programs or in group
problem-solving activities
3:30 – 4:10 pm Science Activities – hands-on practical
activities
4:10 – 4:45 pm Extension Activities – students choose
from LEGO Robotics, Eng Quest Projects
or CREST Investigations in an area of
interest
4:45 pm Student s depart
4:45 – 5:00 pm Clean-up and lock laptops and other
resources away
Term Programs
Program Length
The program runs for nine weeks each term and covers a maths and science strand that is aligned with participating schools.
Assessment Blocks
Each term consists of a six week assessment block where students complete pre and post maths and science assessment tasks that focus on one aspect of the Maths and Science strand. The 5E’s model of learning is used in the delivery of the science program. Student achievement is reported to School Principals and a Steering Committee each term.
Enrichment
During the remaining weeks of term excursions to community programs and industry partners are scheduled. Representatives from the local Indigenous community are invited to attend the centre and share their knowledge with students. Open Days, parent evenings, visits from scientists and engineers and enrichment activities are planned.
Resources
Maths
Students access a range of online
learning activities to improve student
achievement and have targeted
support with individualised maths
learning plans.
Improve online assessment
resource
Maths 300
Black Douglas task centre
activates
Maths spheres
Abacus Maths kits
Laptop Computers
Resources
Science
Students engage in hands-on activities to improve learning outcomes, extend classroom learning and provide opportunities for students to explore areas of science interest.
Primary Connections Lessons
SciTech DIY Kits
Scootle Interactive Learning Paths
CSIRO Scientriffic and Double Helix Magazines
TigTag Videos
Enhance TV – Scope Episodes
Digital Microscopes
Extension Activities
LEGO Robotics
Integrating digital technologies students learn to build and program a robot to perform a series of tasks.
EngQuest Projects
Students choose an engineering project to complete and work through the stages of design, construction, testing and evaluation.
CSIRO CREST Investigations
Students develop investigating skills and processes by completing real-life, open-ended investigations. They have the opportunity to pursue a science topic of interest.
Assessment
Attendance
Data is recorded and targets are set each year. These are included in the centres strategic plan.
Student Achievement
Maths and science assessment data is reviewed each term outlining improvement. This is made available to school principals and the steering committee. School grades for maths and science along with NAPLAN results are also collected each year to track progress.
Attitudinal Surveys
Students, Maths and Science Leaders and School Principals complete online surveys each year. These highlight student attitudes towards maths and science, potential career aspirations, success of the program and areas for improvement.
Indigenous
Perspectives
Wherever possible Indigenous
Perspectives are incorporated
into the program. Indigenous
community members provide an
invaluable source of knowledge
and are invited to visit centres
frequently.
Primary Connections
SciTech DIY Kits
Local Indigenous Community
Community
Involvement
Open Day
Parents, guardians and families
are guided through the centre
and invited to experience some
of the activities students have
completed during the term.
Compact Signing Event
Students sign a Compact
agreeing to a range of
attendance and educational
objectives.
Industry Links
Eng Challenge Day
Students invite a friend from their school to participate in a day of team engineering challenges. Maths and Science Leaders facilitate the activities and visiting engineers from the local resources industry judge and award the winners of team challenges.
Visiting Scientists and Engineers
Local and visiting scientists and engineers provide students with first hand knowledge about their field of expertise. They provide students with subject selection information and career pathways into the industry. They help to plant the seed for further study.
Science Camp
Students are selected to attend a annual science camp. In 2014 students from both programs flew to Perth for a week long camp where they visited SciTech, Harry Perkins Medical Research Institute, UWA, AQUA and Perth Zoo to name a few.
Science Camp
2014
Harry Perkins
Medical Research Institute
Perth Observatory
BHP Billiton Iron Ore
Perth Zoo
AQWA
School Partnerships
Science Discovery Afternoon
Each term students travel to the local senior high school to participate in a science discovery session. They use and experiment with science equipment and experience working in a science laboratory. The session is lead by high school science teachers.
Have a Go Day
Students interested in being part of the program are invited along for an afternoon to ‘try it out’. Students participate in a range of activities to get a feel for the program before making a commitment.
Video Conference
Students participated in our first video conference last term. Both centres used equipment to link-up, present their EngQuestprojects and share their experiences.
Evaluation
Attendance rates
Continual improvement in
testing programs
Waiting list
Engagement of parents,
local community, school
principals and industry
Students being accepted
into secondary aspirant
programs
Attitudinal survey results
Keys to Success
Strong partnerships
Use of engaging
learning material
Tracking student
progress
Diversity and scope of
the aligned activities
Dedicated Project
Manager
Funding and industry support
Video