Curriculum focus

Cross-curricular collaboration Now it’s down to individual schools and teachers to nd ways to integrate arts and humanities with STEM lessons; working collaboratively with other subject leaders to create projects across the school. This has already happened to great effect in Welling

School, Bexley. The Head of Art was given leadership of the science department to encourage students to explore science in a different way. A blended subject was developed, called SciArt, which takes the place of one of the pupils’ four science lessons. The school reported that SciArt has resulted in a greater enthusiasm for science, as well as prompting the school to rethink the way in which these subjects are taught. Lunchtimes and after-school clubs are the best way

to inspire an interest in STEAM. Using coding, digital cameras, and 3D printers, more traditional art and DT tools, even dance and drama, STEAM is being used in a hands-on way that better reects the world of work. And students soon realise that researching, building, testing and marketing their own creations can be great fun. Simon Burch, Maths Teacher at Royal Alexandra and

Albert school in Surrey, plans to bring STEAM to his pupils via his hobby: radio-controlled model planes. A mechanical design engineer before he became a teacher, Simon hopes to make maths more relevant by running a new after-school club next term. ‘You meet a lot of students who are incredibly good at design and problem-solving, but they’re not that interested in maths. Introducing more maths lessons into their timetable isn’t going to make them understand or enjoy it any more. But by designing, building and ying their own aircraft, they should realise that to make their models better, they need the maths that underpins it. And if it’s a skill they need, they tend to take it on board more readily.’ The school also runs an after-school go-kart racing club. ‘The students are extremely engaged in what they’re doing,’ says Simon, ‘because they’re building. It’s like big-kids’ Meccano – they don’t even realise that they’re learning!’

Makerspaces and hackspaces Makerspaces, also known as hackspaces, are a relatively new phenomenon transforming the way people create, invent, and learn. Developed in the US, makerspaces were set up to enable people to blend their creative, technical, and scientic skills using materials, software, and tools that they might not otherwise have access to. Over the last 10 years they have been emerging across the UK. Children of all ages and backgrounds can easily collaborate with like-minded people, and draw on the skills of local experts to experiment with 3D printers, microbit technology, sewing machines, LEGO, and laser cutters... and that's just the beginning. Makerspaces are opening up to the public in community venues up and down the UK – to nd one near you, visit Or why not set up your own?

8.4% 20 SPRING 2016 FundEd



Read the Cultural Learning Alliance STEM + ARTS = STEAM report at

A CBI report, Engineering Our Future: Stepping up the Urgency on STEM is available at

GRANTS The Wellcome Trust runs a number of grant schemes, but advises schools to look at the People Awards. Grants of up to £40,000 are available for creative projects that explore biomedical science, its impact on society and culture, its historical roots, and the ethical questions that it raises. Deadlines are 20 May, 19 August, and 18 November.

The Institute of Physics’ School Grants Scheme awards up to £600. Projects linked to astronomy, space, and particle physics or related to engineering are encouraged. There are three deadlines per year: February, June, and November.

The Institute of Mathematics offers grants of up to £600 to help with the cost of running or attending educational activities relating to mathematics. Applications are invited from secondary schools. Primary schools can apply, but must be partnered with a secondary school.

The Institution of Engineering and Technology runs an Engineering Education Grant Scheme to support projects that increase engineering knowledge for people aged 5-19. Schools are eligible to apply. There are two levels of funding available: up to £5,000 for standard applications, and up to four awards of £15,000. There are two funding rounds each year, in spring and autumn.

Through the Outreach Fund, the Royal Society of Chemistry aims to encourage and support the development of projects that raise awareness of chemistry in people's everyday lives, and/or develop the communication skills of people who are already trained in chemistry. The Outreach Fund is split into small grants, up to £2,000; medium grants, between £2,000 and £10,000; and large grants, between £10,000 and £25,000. The next deadlines are 29 April and 28 October 2016.

More funds

FundEd subscribers can search our full directory of grants for schools at



The Clore Poetry and Literature Awards offer grants from £1,000 to £10,000. One previously-funded project used creative writing to describe an archeological exploration. Schools are eligible to apply. Applications are accepted on a rolling basis and are reviewed annually – check the website for deadlines.

Turn to p31 to find more grant schemes for schools. FOR MORE INFORMATION




Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68