2020 STEAM Education Summit

Applying STEAM as interdisciplinary learning in the classroom

19 - 20 Oct 2020Ellerslie Event Center, Auckland
Event Details


Registration and coffee
Mihi Whakatau
Opening remarks from the Chair
Heather Kluit, Lead STEAM and Digital Technologies Teacher, Flanshaw Road School
Fitting STEAM into the new Digital Curriculum

Over the last few years, the Ministry of Education has acknowledged increasing technological trends and made changes to the New Zealand curriculum to enable growth and modern learning.  ​

  • How will STEAM learning be affected by the emphasis placed on computational fluency?
  • What are the goals surrounding designing and developing digital outcomes?
  • How can we maximise community engagement and involvement?
  • How can we make the most of the new resourcing specifications within the digital curriculum?
Helen Prescott, Assistant Principal , Saint Kentigern Girls’ School
Using STEAM education to create an inclusive and diverse learning culture

Diversity is crucial in forming well rounded students and opening their thought processes to different opportunities. This then leads to inclusive and ethically operating students. With a focus on diversity and inclusion, project-based, cross curriculum learning can lead to the formation of productive members of society.  

  • Using STEAM to reach students from low socioeconomic backgrounds
  • Creating diverse content to expand student’s decision making and viewpoints 
  • Enabling students to be a part of future diverse and inclusive workforces
Chantelle Rich, Year 3/4 Teacher & Learning Leader, Oteha Valley School
Morning Beak
The NCEA review and what it will mean for STEAM

STEAM and NCEA have always had a complex relationship, as teachers have needed to carefully plan together to ensure that project based, cross curricular learning could be moderated, marked and standardised across New Zealand. With the changes made to NCEA by its review panel, we will need to look at how high schools will be able to integrate STEAM in a useful and meaningful way. The specific changes being made to NCEA structure over the next few years will mean that planning needs to start now. 

  • How will the accessibility of NCEA effect project-based learning?
  • What will strengthening literacy and numeracy mean for rigidity and specificity in the education sector?
  • How will we be able to manipulate the fewer, larger assessment standards to work within the STEAM space?
James Morris , Principal, Darfield High School
Case study: How Howick are developing an assessment framework for STEAM activities and education

One of the biggest challenges for STEAM in NZ is how to create an assessment framework and quantifiable criteria, especially for reporting to both parents and the Ministry. Here we’ll listen to Howick College who are developing an effective marking schedule for their students at the NCEA level. We’ll discuss the challenges, strengths and their thought process when developing this assessment framework for cross curricular education.  

Luke Doubleday, Associate Principal, Howick College
Lunch Break
Transitioning to digital learning environments – bringing teachers along for the journey
  • Promoting positivity and enthusiasm in the face of challenges, rapid change and uncertainty  

  • Setting up resources and staffing for authentic learning experiences  

  • Behind the scenes – the systems and structures needed to support the front-line experience  

  • Adapting digital learning environments to create authentic STEAM learning for kiwi kids  

Sue Meltzer, Principal, Kadimah School
Case study: How virtual reality could become our new physical reality- a look at Kristin’s use of advanced technology
  • Why Kristen decided on specific content generation and how they developed their content with their students   
  • Monitoring differing engagement and retention levels through the use of different technologies    
  • Developing student relationships and building trust through open communication on their technological journey   
  • Introducing new technology into student’s learning environments – outcomes from early adoption  
Andrew Churches, Head of Faculty- Technology and Design, Kristin School
Table Talks: How can you assess student’s STEAM projects across primary and secondary education standards
Afternoon Break
Case study: Learning without specialist skills- enhancing project-based learning experiences for all students from all angles
  • How museums, libraries and galleries can become a place of communal learning for both teachers and students  

  • Analysing how students have learnt and how Te Papa facilitates that learning  

  • Utilising digital and virtual mediums in addition to “in person” to aid learning for students at all levels  

  • The importance of a creative element in project-based learning  

Jessie Robieson, Learning Innovation Specialist, Museum of New Zealand Te Papa Tongarewa
Case study: Challenges below the surface- How Garden School have worked through the complex nature of STEAM
  • STEAM during digital learning models - creative solutions to minimise barriers to the implementation of STEAM   

  • Enabling teachers to work without risking burnouts or excessive levels of stress   

  • Upskilling your teachers to avoid specialist shortages  

  • Adapting existing technologies to deliver an enriching and engaging STEAM programme regardless of learning environment  

Christine Hansen , Lead Teacher ICT & STEAM, The Gardens School
Patisepa Tala’imanu, Lead Teacher Senior Maths & STEAM, The Garden
Karla Sanders, Digital Trainer, Using Technology Better
Case study: Future focused skills development in early primary at Ako Space

In a learning setting that is child-led, driven by curiosity and exploration, and offers a lot of time outdoors, STEAM learning is bound to happen. When children can pursue their own questions and investigations, for their purposes, they develop their own knowledge and understanding of the world. More so, children develop the skills and competencies needed to thrive in the world - critical thinking, creativity, collaboration and communication.   

  • Highlight links between STEAM experiences and future focused skills 

  • Share ways to foster children’s curiosities in STEAM learning 

  • Identify challenges that come along with increased agency and independent exploration 

Claudia Grey , Principal , Ako Space
Summary remarks from the Chair and Networking Drinks
Welcome Back from the Chair
STEAM around the world- why a focus on STEAM is crucial for modern learners

Education has never had more to teach future generations. On top of the content teachers need to teach students, you are expected to enforce life skills, soft skills and technical skills. This is where STEAM comes into play, as it brings all the benefits of traditional teaching methods as well as driving soft skills and technical knowledge.  

  • Analysing the education evolution, modern education strategies and international education trends  

  • Pushing for interrelated and personalised learning and how it will benefit students  

  • Understanding where New Zealand stands in comparison to international education developments  

Tony Donen, Principal , STEM School Chattanooga
The effect of curiosity and passion projects for traditionally low achieving learners
  • How to stimulate curiosity and interest in students regardless of platform, delivery or students’ background  
  • Personalised content and attention within digital learning environments – fostering achievement and perceptions of subjects   

  • Tying interrelated education processes with increased success in large groups of students   

  • Leveraging passion projects to enhance participation and the flow on effects in later education   

Shelly Green, HoLA of Technology, Kaitia College
Morning Break
Round Tables

The round tables allow delegates to communicate, exchange ideas and interact with each other. They will be facilitated discussions and include topics such as:   

  • Facilitating teacher upskilling and professional development around digital technology  

  • Encouraging gender diversity in STEAM  

  • Finding natural subject intersections for seamless STEAM programmes    

  • The effect of micro learning in primary and secondary levels   

  • The value of “everyday” learning – finding STEAM projects within day to day life to encourage curiosity  

  • Remote STEAM learning – how we can continue to enable STEAM within digital learning environments  

  • Balancing all subjects in STEAM programmes- ensuring all disciplines shine 

Lunch Break
Student panel: Examining the student experience – STEAM, Assessments and Digital Learning

Students will join us to discuss their experiences with digital learning, computational competences and how we can continue to grow STEAM within our schools.   

  • Lockdown learning – our thoughts on digital learning environments and what it meant for our personal pathways – fostering independence and individualised learning  

  • Giving students agency through their personalised projects and how this impacted their views   

  • What students took away from STEAM projects and how this compares to the lessons in traditional education streams   

  • Discussing the flow on effects of both positive and negative student experiences   

Behind the scenes of STEAM- how to make STEAM work in your school
  • Structural changes needed for successful STEAM implementation?   

  • Creating a system that supports STEAM operations for teachers and students   

  • Effectively and authentically embedding STEAM across multiple disciplines    

  • Timetabling for effective STEAM learning and maximising the learning outcomes in shorter time periods 

Nicole Brown, STEM Specialist & Digital Pouahi, Milford School
Case Study: Arahoe School’s experience with STEAM groups- The difference a year can make

STEAM education is a great concept that could entice a variety of learners and draw them into industries they wouldn’t have otherwise considered. However, some schools struggle to get off the ground. This has led to one of the most popular school activities at Arahoe School- the STEAM group.   ​

  • Discussing the logistics, development of ideas for class projects and getting teachers on board.
  • Why Arahoe School developed its STEAM group and why it was the best choice for them
  • Evaluating student’s growth and how they plan to progress
Kendall Parkes, Teacher, Arahoe High School
Andrea Howard, Teacher, Arahoe High School
Case Study: Bringing STEAM out of the classroom and into the community

Here we’ll look at Anchorage Park and how they’ve brought in context and community benefit to their education space. Drawing inspiration from real life problems, Anchorage Park has enabled student to create their own solutions for issues surrounding their community.    

  • How have they drawn inspiration for real life projects?  

  • What effect did that immersive experience on students?   

  • Where have they seen the success of their STEAM in the classroom and the community?  

Lorraine Field, Teacher, Anchorage Park School
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