Supporting the statutory requirements for the Areas of Learning of the NI Curriculum at Key Stage 2. Read more...
A comic celebrating people who have achieved extrordinary success in the areas of STEM. Read more...
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...
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...
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...
Three STEM tasks have been developed which are intended to provide young people with a real life context for exploring and solving problems. The tasks have been developed with support from local companies and post-primary schools and are entitled Air Travel (Bombardier Aerospace), Clean and Green (Atkins Engineering) and Healthy Hearts (Randox Laboratories). Each task is based around a theme which connects the pupils’ knowledge and understanding in Science with their ability to use Mathematics to investigate and solve the type of challenging problems that might arise in work situation.
The tasks each provide a context and background for a series of enquiry-based activities which can be used as opportunities for pupils to develop their knowledge and understanding of Science and Mathematics and to demonstrate their Using Mathematics skills.
At the end of each task there is section which enables pupils to develop their Self-Management skills and assess their progress by reflecting and reviewing their work and approaches to the tasks.
The tasks are accompanied by teacher notes which teachers are strongly advised to read before using the task with pupils. The notes highlight the prior learning required for Science and Mathematics, expected pupil learning outcomes and any key points that the teacher needs to address to enable pupils to successfully complete the task.
Planning to use the tasks
Pupils are likely to benefit most from undertaking the tasks where they have been planned as part of a department's learning, teaching and assessment programme. Therefore, it is strongly recommended that teachers spend time identifying and planning how best to use the tasks within their schemes of work.
Although, the tasks are designed to be used as they stand, teachers are also encouraged to use and adapt the tasks to in ways which best suit the needs of their pupils.
Assessing Using Mathematics
The tasks may be used by teachers to assess Using Mathematics against the Levels of Progression and are targeted for pupils working at levels 6 and 7. The teacher notes include an assessment grid. This indicates the level 6 and 7 Requirements, Knowledge and Understanding which teachers can use to make a judgment a about a pupil's performance in the tasks. Teachers might wish to use examples of pupil work generated from these tasks as part of their evidence for moderation which they will be required to provide for Using Mathematics from 2012/2013.
Teachers wishing to use the tasks for assessing Using Mathematics are advised to consult with whoever is responsible in school for the coordination of assessing Using Mathematics Key Stage 3. This will help to ensure that the pupil evidence generated from the tasks can contribute to an overall summative judgment about a pupil's performance in Using Mathematics.
Air TravelPDF, 639kb
Healthy HeartsPDF, 665kb
Clean and GreenPDF, 666kb
Air Travel: Teacher's NotesPDF, 764kb
Healthy Hearts: Teacher's NotesPDF, 1.02mb
Clean and Green: Teacher's NotesPDF, 730kb