This project builds on our successful KA1 work shadowing project for STEM leaders and comprises 2 key objectives: 1. To increase uptake and raise the profile in schools of not only the traditional STEM subjects of Science, Technology and Maths, but also (through involving the 'A' for Arts to add a creative and very visual dynamic to this project) to drive uptake of the Arts, including linguists to increase uptake of English, German and Spanish subjects in all 3 schools. 2. To improve staff and student knowledge and skills required to follow careers in STEAM areas of industry. Each school will recruit and train a team of teenage ambassadors to promote STEAM career pathways, lead events, and ignite passion and excitement into these subjects amongst their peers. This project is innovative as none of the partners have worked with students before to promote these subjects within their own school, or used the digital/creative Arts as a vehicle to facilitate the desired outcomes (animation, video, digital imagery, 3d models). Number/profile of participants: There will be at least 4 STEAM based curriculum leaders in each country, and at least 2 business partners, 2 senior leaders, a University partner and a project manager in each country. There will be 60 ambassadors (20 per school) aged 14-18 studying STEAM subjects and each group of 10 will travel to either partner school to carry out collaborative work with the 2 other partner schools. Activities will involve: Each partner will lead specialist workshops during the student exchanges focusing on their strongest associated curriculum area of each school: UK school (ARTS), German school (SCIENCE/MATHS), Spanish school (TECHNOLOGY and ENGINEERING). We know from experience that by using peer pressure in a positive way, and cross-cultural collaborative working with overseas partners and employers, our students can be effective ambassadors and drivers of change and uptake in STEAM in all 3 schools. Year 1 -Autumn term project meeting in UK to finalize the work plan and devise STEAM student ambassador recruitment schedule & baseline audit questionnaire. Each school recruits 20 STEM ambassadors whose role will be to devise events and marketing materials to promote STEM subjects and associated careers in each school. They will work towards a STEAM ambassador employability skills passport. Spring term - First 10 ambassadors from each country visit Spanish partner school to undertake collaborative Technology workshops led by school, with input from University of San Jorge and employers, visits to local Technology/engineering related companies to discuss STEM related career opportunities for students and employer attitudes to education of these subjects; meetings with careers staff and employers to enhance students' employability skills. Year 2 - Teacher Evaluation meeting will take place prior to second mobility of next 10 ambassadors to visit German school to undertake similar programme of activities as in Year 1, but with focus on Science and Maths . Year 3 - Third and final visit of final 10 ambassadors to UK partner school with collaborative workshops focussed on the Creative Arts. Student ambassadors to host high profile dissemination event (linked to National Science and Education week) to showcase findings and promote their work to a large audience of internal/external stakeholders invluding video, animation and a Photographic exhibition. End of project teacher evaluation meeting to take place in Germany in July. Impact: Short term benefits will include improved STEAM knowledge, skills and confidence of participants, increased uptake of STEAM subjects in all schools, as well as improved links to University STEAM departments and local STEAM based businesses. All STEAM ambassadors will have achieved the STEAM Skills passport and Youthpass certificate by the end of Year 3. Longer term - All students on the programme will have access to a quality STEAM work experience placement. Participants will be required to train future cohorts of STEAM ambassadors when they enter their Post 16 education as part of their enrichment, which will ensure sustainability of the programme in future years in all schools. STEM subjects will enjoy a higher profile in each school and increased uptake at GCSE and A-Level or equivalent qualification. Teachers and careers advisors will have improved knowledge of STEAM based careers in each locality, aswell as secure links to related employers to ensure STEAM related high quality work placements for future cohorts.
This project built on our previous successful KA1 work shadowing project for STEM leaders and comprised 2 key objectives: 1. To increase uptake and raise the profile in schools of not only the traditional STEM subjects of Science, Technology and Maths, but also (through involving the 'A' for Arts to add a creative and very visual dynamic to this project) to drive uptake of the Arts, including linguists to increase uptake of English, German and Spanish subjects in all 3 schools. 2. To improve staff and student knowledge and skills required to follow careers in STEAM areas of industry. Number/profile of participants: There were a minimum of 4 STEAM based curriculum leaders in each country, and at least 2 business partners, 2 senior leaders, a University partner and a project manager in each country. We recruited and trained 64 ambassadors (20+ per school) aged 14-18 studying STEAM subjects and planned for each group of 10 to travel to either partner school to carry out collaborative work with the 2 other partner schools. Unfortunately due to Covid19 our final exchange to the UK school was cancelled, causing much disappointment and disruption to the final year of the project for all participants. Activities: Ambassadors in each school developed STEAM subject related skills and knowledge through participation in specialist school and University based workshops, STEAM related trips, business visits and events, and by conducting employer interviews at STEAM related companies to learn more about careers in Science, Technology, Engineering, Arts, and Maths. Ambassadors shared knowledge throughout the project with partners overseas to learn more about the global STEAM landscape in education and business in each country. Each partner school led specialist workshops during the student exchanges focusing on their strongest associated curriculum area of each school: German school (SCIENCE/MATHS), and Spanish school (TECHNOLOGY and ENGINEERING). The UK school had planned to focus on the ARTS for the final exchange which had to be cancelled. Impact: Short term benefits included improved STEAM knowledge, skills and confidence of participants (staff and students), increased uptake of STEAM subjects in all schools, as well as improved links to University STEAM departments and local STEAM based businesses. The majority of ambassadors have chosen STEAM pathways, partly as a result of their experiences, and have a better idea of the career options open to them in different industries/countries. Longer term - All students on the programme accessed STEAM work experience placements or alternative enrichment opportunities with local employers. Participants are fully trained as ambassadors to inspire future cohorts of potential STEAM ambassadors when they enter their Post 16 education, which will ensure sustainability of the programme in future years in all schools. STEM subjects are enjoying a higher profile in each school and increased uptake at GCSE and A-Level or equivalent qualification in option subjects. Almost 100% of the ambassador participants have chosen to follow a STEAM related pathway into Further/Higher education. Teachers and careers advisors have improved knowledge of STEAM based careers in each locality, as well as secure links to related employers to ensure STEAM related high quality work placements and other future project possibilities for future cohorts.