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Resources

Primary


Primary Thematic Units: STEM

Supporting the statutory requirements for the Areas of Learning of the NI Curriculum at Key Stage 2. Read more...

Norn Iron's Ordinary Heroes

A comic celebrating people who have achieved extrordinary success in the areas of STEM. Read more...

STEM in Minecraft

Pupils develop empathy for how people lived in Viking times by overcoming a number of problems encountered through everyday Viking life, in Minecraft! Read more...

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Case Studies

Promoting STEM through the NI Curriculum

Making Learning Connections

STEM Innovation

CCEA adopted innovation as a tool that could be used by schools to bring about lasting change in terms of adding value to their STEM provision. Schools were given the opportunity to gain an insight into and discuss innovation in STEM education. Read more...

Assessing UICT through STEM Futures

This case study shows a good example of how careful selection of curriculum material leads to work which satisfies several statutory requirements at once. Read more...

STEM Heroes

Schools across Northern Ireland had the opportunity to celebrate and share STEM Heroes in their local community. This booklet gives a summary of some of the exciting work that was carried out by pupils in both Primary and Post-Primary schools. Read more...

 

Fast and Furious Not!

 

Introduction/Overview

Who: Bangor Academy
Duration: 12 weeks
Key Stage: 3
Subject Strands: Science, Technology and Design and Mathematics
Cross-curricular Skills: Using Maths
Key Elements: Employability

The project theme was based around designing, building and testing model cars.  The STEM project was organised over twelve weeks. For the first five weeks of the project, pupils worked on the design and manufacture of model cars in Technology and Design. This included two full days. Pupils spent a further four weeks in Science where they covered topics such as forces, energy transfer, speed, friction and discussed how they would test their model cars. Pupils also talked about STEM related careers and engineering in relation to car design and manufacture.  After testing their cars in Science pupils then analysed their data in Mathematics.  Pupils kept a digital photographic record of their work and at the end of the project they came together to share and evaluate their learning.