This page contains a Flash digital edition of a book.
EXCELLENCE IN UK EDUCATION


Kent College Canterbury ...Delivering skills for the future


the disciplines of mathematics, physics and technology as well as art and design.


“It has given students unhindered access to an array of digitally driven instruments such as 3D printers and laser cutters,” explains Karin Purcell, the school’s director of development and communications. “This has naturally led to students developing an interest in coding, programming and robotics.”


The Science department at St Mary’s Calne, a girls’ boarding and day school in Wiltshire, gained its Platinum Science Mark Award earlier this year. The award recognises inspiring practice in science departments in the UK and the rigorous assessment takes one year. It is one of just ten schools in the country to gain the award at Platinum level and the first independent school to achieve the accolade. Alexandra Haydon, the school’s head of science believes that the departments integration with other faculties had a key role to play in the success of their application. “Our belief in connections between scientific disciplines and between science and other faculties and a quest for excellence made us successful in our application,” she said. The school’s connections with businesses have also played an important part in a growing enthusiasm for STEM subjects at the school. Over the past few years, sixth form physics students have formed a team to enter the Engineering Education Scheme (EES), partnering with the international


12 | relocateglobal.com | Keep Informed


engineering company, Schneider Electric. The nine-month scheme involves a project set by the company, a residential trip to the University of Bath in order to manufacture their product, plus a visit to RAF Brize Norton to participate in team building activities and tour some of the aircraft. One St Mary’s Calne student commented, “Our eyes were opened to the many roles that those with degrees in subjects such as Maths could do.” Vinehall School, a day and boarding school in Sussex has recognised the importance of enabling students to see STEM in action outside of the classroom and has implemented a number of STEM days, inviting engineers into schools for assemblies and workshops. Most recently this included a team from Bloodhound SSC, who are attempting the land speed record. Students also had the opportunity to complete a structure-building workshop with a firm of architects following a visit to Hastings Pier.


THE STEAM MOVEMENT The pressure from education establishments to include art and design in the STEM equation is mounting. With its roots in the US, the STEM to STEAM (science, technology, engineering, arts and maths) movement is quickly gathering momentum. Founded by academics and students at the Rhode Island School of Design (RISD), the STEM to STEAM programme sets out that today’s students should be encouraged


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  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137  |  Page 138  |  Page 139  |  Page 140  |  Page 141  |  Page 142  |  Page 143  |  Page 144  |  Page 145  |  Page 146  |  Page 147  |  Page 148