VIEWS & OPINION


How schools can make STEM subjects more appealing to


creative minds Comment by JENI TRICE, CEO, Founder and Chief Coding Adventurer at Get with the Program


At Get with the Program, we want to show children that STEM subjects are for everyone, regardless of gender, ethnicity or background. All of our adventures encourage inclusivity and challenge stereotypes, right down to our female robot, AI, and we also work hard to ensure our shows and activities work for SEN and neurodivergent students. “Not everyone ‘gets’ computing, but everyone can be taken on a


journey. Connecting with the more creatively focused students, who need encouragement to recognise that their talents can be used in tech, can be difficult. Storytelling and performance can function as a truly excellent way to inspire and engage children, allowing them to learn and understand difficult concepts through a medium they’re more comfortable with, whilst opening their eyes to exciting future career possibilities. The destination is understanding, but learning should be the inspiring journey that takes us there. By using a physical representation of the process inside a computing


system, we were able to create something that worked for everyone. Children who are naturally drawn to computers have no difficulty relating to the performance, and those who struggle with more abstract concepts


are able to follow along with the story whilst relating to the personification of the computing system, often inadvertently learning as they do so. In fact, most adults, as well as children, find they are learning something new too!


Computing and coding is the central focus of the service that Get with


the Program and myAko have collaboratively produced, but they are keen to point out they also celebrate STEM careers where possible, ensuring they use role models from less well-represented groups. Of course, this approach to learning can be adapted and applied to any STEM subject. This adaptable approach can even transition into virtual shows; something Jeni discovered as the pandemic interfered with Get with the Program’s launch in 2019. As classrooms have opened up and we have been able to deliver our


programmes, we have found that follow-up activities, which can be carried out remotely or in person, became even more important after our virtual shows. Despite the visible and audible successful interaction with the children during the virtual shows, follow-up engagement is still key to ensuring learning has taken root, as without it, it can be more difficult to connect and ‘get through’ to the children individually. This year we have extended our successful Three Bears coding panto to include various activities, which we demonstrate using friendly videos and plenty of teacher support. These embed the learning in a physical way, through body movement and conversation. Plus, they’re also hugely enjoyable for the children. Creativity should always be actively encouraged, but that doesn’t mean


essential STEM subjects should take the backseat. We believe the younger generation must be encouraged to get excited about these subjects from an early age, well before they choose their GCSEs. By doing so, we’re setting them on a path of discovery, as it’s these children who will lead us into the future.


Addressing staff wellbeing concerns


Comment by MILENKA STEVENS, Content Editor at The Key


While looking out for staff wellbeing is important at any time, it's likely that the ongoing COVID-19 pandemic will have exacerbated existing challenges, or given rise to new ones, for some of your team. So, as a line manager, how can you approach wellbeing concerns and effectively support your staff?


Be proactive in spotting and acting on concerns It’s important to keep an eye out for changes in behaviour of members of staff, beyond what you'd expect - given the current circumstances. You might also pick up on comments from staff wellbeing questionnaires or staff welfare checks that raise concerns. Or, you could be approached by a member of staff directly, to say they're struggling with their wellbeing. As a line manager, it's your responsibility to listen non-judgmentally to


any concerns your staff have and take them seriously. Nevertheless, as every staff member will experience and be impacted by these problems differently, you'll likely need to tailor your response depending on the individual's circumstances, need for support and wishes on how you should go about addressing the issue. Refer to your school's staff wellbeing policy (if you have one) to make sure you're taking appropriate action.


How to approach a concern A good starting point is to arrange an informal chat to discuss the issue


22 www.education-today.co.uk


with the staff member - be sure to agree on a time and place where they'll feel comfortable. Encourage them to voice the problem in their own words and let them


lead the chat so they feel in control. Try to avoid making suggestions or decisions on their behalf, as this could cause more stress and anxiety. Instead, ask how you can support them - this could include helping them to prioritise tasks or cut down on internal meetings to reduce workload. Then you’ll need to consider next steps, based on your chat. If the


individual needs support then, depending on the nature of the support and the impact it'll have on the rest of your team, inform your own line manager of this, too. However, you don't need to go into specific detail about the concern or involve your manager in providing the agreed support. If the staff member doesn't need or want support, arrange to check in


with them in a week or 2 to make sure the concern doesn't get worse. If it does, you'll be there to offer further support. If they come back and say they want support, ask them how you can help. Try to be flexible and offer some options.


'Escalating' a concern doesn't necessarily mean reporting to senior staff Whether you report a concern to senior staff will depend on things like the nature and severity of the concern, what support your staff member needs and your school's context and leadership style. Remember to only share concerns with those who need to know. You


can't always promise full confidentiality, as you have a responsibility to report concerns if there's risk of harm or if you believe the staff member really shouldn't be in school. Remember, also, that you're not expected to provide the support a


mental health professional would. Where appropriate, point the staff member towards professional help and resources.


December 2021


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