VIEWS & OPINION
The benefits of introducing STEAM subjects at an early age
Comment by CAROLINE REID, Education Officer at The British Motor Museum
I have always had a fascination with how things work and a rather large creative streak. I grew up surrounded by tools and machinery with a father who welcomed me into his workshop from a young age and encouraged me to tinker and create interesting contraptions. The practical problem solving skills and inquisitive, creative mind that developed in my Dad’s workshop have remained with me and been a great help throughout my life so far. As a classroom teacher, I tried to foster the same creativity and problem solving skills in my pupils and I firmly believe that the push to introduce STEAM subjects at a young age will enrich the lives of our pupils greatly. I am now working in the incredibly inspiring environment at the British Motor Museum where I have been able to create fun and exciting STEAM based workshops for schools. I am particularly excited about the Engineering workshops we offer in partnership with Active Learning Support which include making and driving a car. They really grab the interest and imagination of the children that take part, and it is definitely not just the boys that are interested! The Engineering programme in particular aims to teach real world skills and highlight the careers that are open to young people in the Industry and hopefully over the coming years will get bigger and involve more partnership working.
Engineering is a very important part of the STEAM agenda and instils important life skills in our young learners. As I have already said, Engineering
encourages creativity and problem solving skills, but it also incorporates Numeracy and Computer skills, the ability to communicate with others and work effectively in a team, time management, planning and prioritising work, patience, perseverance and the ability to improve your own work. All of these skills are incredibly important, transferable skills for the real world and are highly valued by employers. I think that many young people view engineering as a boring career limited to being a mechanic in the UK, but it is so much more than this and can lead to a wealth of fascinating and worthwhile careers. We need to be telling young people more about the inspiring world of Engineering from a young age. For example a career in Biomedical Engineering could lead to working in improvements in wearable technology and 3D organ printing! How amazing is that? You could be working in the Aerospace Industry designing jet engines or as a Civil and Structural Engineer creating buildings that can withstand earthquakes, the scope is massive and exciting and this is coming from a non-engineer!
I really believe that engineering, as part of a well-rounded curriculum including Science, Technology, the Arts and Maths can only improve the lives of our young people, opening up doors that they may have never dreamed about stepping through. Even if they only use the skills they have learnt to be able to maintain their own home in the future, it will have made a positive impact on their lives.
Health and Safety in the Classroom – not “child's play”
Comment by ELLIOTT KENTON, Dispute Resolution Solicitor, Fieldfisher LLP Overview
Whilst satisfactory health and safety practices are often emphasised in certain industries due to the perceived higher risks, adequate health and safety practices can be overlooked in other sectors such as education. The recent sentencing of Islington Borough Council for health and safety breaches for an incident at a London school emphasises that local authorities and school leaders should ensure that health and safety practices and policies strike the right balance in the classroom for pupils and teachers alike.
Health and Safety Executive (HSE) v Islington Borough Council In 2014, a twelve year old schoolboy in a design and technology class seriously injured his hand when he used a belt sanding machine unsupervised. The HSE found that the teacher had not received adequate training and in February 2017, the local authority employer was fined £200,000 for breaches of the Health and Safety at Work Act.
What went wrong?
The teacher had failed to identify the risk of allowing pupils to use the machine unsupervised due to insufficient training and non-availability of support staff (i.e. a technician or teaching assistant). This incident was a direct result of a combined managerial failure between the school leaders and the local authority employer who should have ensured that the teacher had adequate training to operate the machine and identify the risks involved.
Implications It is a legal requirement for the employer (i.e. the local authority) to May 2017
ensure, so far as reasonably practicable, the health and safety of all employees and others (i.e. pupils and visitors) is protected. This case demonstrates that although ultimate legal responsibility rests with the employer, the school management team, who have considerable autonomy of the school's operations, should ensure that they have adequate health and safety policies and effective arrangements in place for managing risks to health and safety. Teachers and support staff need to ensure that they cooperate with their employer to ensure that their classroom is safe and should feel comfortable to raise health and safety concerns they have identified to school leadership.
Striking the Right Balance?
This does not mean that a school's health and safety procedures should be excessive. Rather they need to be practical, dynamic, sensible and coordinated appropriately between the employer, school leaders and staff. Striking the right balance between too much and too little may prove difficult but generally the school leadership team should: • Understand the safety policy and apply it practically to the real risks in the schools;
• Ensure that key staff have clearly established roles and responsibilities;
• Hazards are identified and risks are controlled appropriately; and • Consult with employees to look for practical solutions. If the school does manage to strike a sensible balance, then they will avoid the cost and reputational damage associated with health and safety accidents and potential prosecution, will help pupils develop a greater understanding of risk awareness and increase the likelihood of a "Good" or "Outstanding" Ofsted report.
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