Building the future: STEM at Old Ford
Learning about Science, Technology, Engineering and Mathematics (STEM), is key to preparing children for our rapidly evolving world.
In the UK, the emphasis on STEM subjects in schools has grown significantly over the past decade, following the recognition that these disciplines are strong drivers for innovation and economic growth.
How we teach STEM
We begin STEM education early, and teach our children in the EYFS by incorporating Computational Thinking concepts into lessons through pattern seeking, tinkering and creating.
Coding education begins in Year 1 and we build upon it in every year following. Our pupils use code.org to learn about it, a system that’s used by over 80 million students around the world. Content and exercises are tailored for each year group, with the complexity of the work increasing as children get older.
Alongside coding, we also teach pupils how to type. Every computing lesson we have begins with practice – children in Key Stage 1 use a programme called Keyboard Climber, then graduate to Typing Club in Key Stage 2.
We also teach children to use different digital tools, to create everything from ebooks to music. In Year 5 pupils will learn how to create their own websites, and make 3D models using TinkerCAD. When they reach Year 6, pupils use Google Sheets to create budgets for their own parties and Microsoft Publisher to produce their graduation books.
Why STEM is important
According to a report by EngineeringUK, the STEM sector contributes significantly to the UK economy, with engineering alone accounting for 26% of the UK’s GDP. The UK, like many other nations, faces a skills gap in STEM industries, so by equipping pupils with strong STEM skills we put them in an advantageous position to secure important, well-paid careers when they enter the workforce.
Earlier this year, Teach First conducted a survey which found that 53% of girls don’t feel confident in mathematics. And though girls go on to outperform boys in STEM subjects at GCSE, with a higher percentage achieving top grades, fewer girls then take these subjects at A level and go on into STEM careers. In 2020, women made up less than 30% of the UK STEM workforce. Through effective education we can give girls the confidence and the aspiration to take up more of these careers in the future.
STEM careers are among the highest-paying and most in-demand jobs, with salaries 20% higher than other sectors. Promoting STEM education can enhance social mobility by providing students from diverse backgrounds with access to lucrative career paths. Encouraging more students to pursue STEM subjects, particularly those from underrepresented groups, can help bridge socio-economic gaps.
STEM subjects teach problem-solving and critical thinking skills. These disciplines encourage children to explore, experiment and find solutions to complex problems. These skills are essential for STEM careers but are also valuable in everyday life and across many other sectors.
Conclusion
STEM education is a powerful tool that equips pupils with the skills and knowledge needed to thrive in a rapidly changing world. Our comprehensive approach to STEM demonstrates the benefits of integrating these subjects into everyday learning, giving children technical abilities and a deeper understanding of the vital role STEM plays in the world.
