STEAM Education Summit
A vision for new pathways of educating students in schools across New Zealand.
9 - 10 May 2018Crowne Plaza, Auckland
There is a push in schools to move away from the traditional methods of teaching to incorporating a STEAM-based learning initiative that encourages students to learn these subjects cohesively, rather than individually. It is a driving force in allowing students to future-proof their learning.
- Discussing the importance of a cohesive learning initiative and its effect on students’ learning
- Contextualising and applying STEAM to the New Zealand curriculum
- Explaining the STEAM method and its opportunities and limitations in the New Zealand curriculum
Hon Chris Hipkins recently announced that one of his goals as Education Minister is to ensure that the New Zealand education sector is being future-proofed. In this address, light will be shed on the vision for what the integration of new digital technologies will achieve for both students as well as teachers and how it will shape The New Zealand curriculum and Te Marautanga o Aotearoa.
Globally, school curricula are starting to address the importance of teaching students’ computer programming (sometimes loosely referred to as "coding") from an early age. In NZ, a new "Digital Technologies" curriculum was gazetted in December 2017 and it includes topics in Computational Thinking, including programming, from primary school. Programming has been regarded as future-focused literacy, and has direct connections to STEAM education.
- How computer programming (coding) relates to students’ learning
- How computer programming fits with STEAM topics
- How the broader area of computational thinking (which includes programming) can be integrated into other areas of the curriculum
Schools around New Zealand are at different levels when it comes to implementing STEAM in their classrooms. This panel will get experts to discuss the STEAM pipeline for the flow of STEAM skills and abilities from ECE to university.
Professor Tim Bell, Computer Science and Software Engineering, University of Canterbury
Claire Amos, Deputy Principal, Hobsonville Point Secondary School
Representative from Ara Institute of Canterbury
Howick College has introduced the Innovation Stream for year 9 and 10 students who wish to be involved in a STEAM focused curriculum. The Innovation Stream is focused on the following 6 areas of deep learning – character, citizenship, communication, collaboration, creativity and critical thinking. Louise Addison will discuss how Howick College is engaging students in this stream and how the curriculum is developed for these students for the latter half of their secondary education.
Angela McCamish, Head of Social Sciences/Director of Innovation Stream, Howick College
The participation rate for Māori students in Bachelors or higher education was at 13% in 2015 and 2016 (roughly 2% increase from 2014), while for Pasifika students aged 18-24 it increased from 17% to 18% in 2016. In recent years, Otahuhu College has had more Pacific Island students go on to do tertiary level study, which is higher than any other coeducational school in Auckland.
- A look at practical, hands-on teaching methods for science topics
- Keeping students engaged in science and maths
- Improving student performance around the curriculum
Lani Timu, Teacher in Charge - Senior Chemistry, Otahuhu College
Hobsonville Point Schools focus their teaching by extracting key learning parts from the New Zealand curriculum that enables life-long learning. Both, primary and secondary schools, implement project based learning. Learning which exposes students to a range of opportunity to spark their interests or pursue their passions.
- Understanding a ‘concept teaching’ pedagogy and the integration of STEAM in achieving this
- Highlighting the benefits of student learning that Hobsonville Point Schools have received around student learning
- Teaching students to apply STEAM to real world concepts
Amy Croxford, Team Leader, Hobsonville Point Primary School
Ara Institute of Canterbury has designed a Mission to Mars programme aimed at Year 9 and Year 10 students with the backing from NASA. It is a holiday course designed to develop students’ knowledge in STEAM. Ara intends to design the programme to attract students towards these subjects and is also focused on presenting the program to Māori and Pasifika students.
Nick Pattison has been integral to STEAM integration in primary schools in Auckland by Introducing it firstly at Rongomai School with a STEAM immersion class, and then designing a STEAM Centre and programme at Kauri Flats and at Ormiston Junior College. In this session, Nick will discuss the STEAMpreneur accelerator project that he’s developed in collaboration with Creative HQ, where students learn about cutting ed ge technology and then apply the tools towards local community issues, all while creating a sustainable social business model around their solution.
The lesser discussed idea of STEAM considers how the arts might fit within STEM. New Zealand is a highly creative country and our purpose as educators is to care for and expand both knowledge and cultural health. These two things are not binaries. This keynote will discuss the importance of fostering arts in STEM and encouraging students to take a creative approach to technical subjects.
Graeme heads the STEM Online NZ development - an interactive online teaching and learning resource that is available free of charge to all New Zealand secondary schools. The aim is to increase the number of secondary school students successfully completing NCEA external standards in STEAM (Physics, Mathematics, Statistics, Chemistry and Computer Science) subjects.
- Utilising technology to help teachers to help engage students with content that is specific to the NCEA curriculum
- Exploring the interactive resources available on STEM Online NZ
- Understanding the thinking behind the development of the resource and its key features
The Science Teaching Leadership Programme provides opportunities for primary and intermediate schools and secondary science departments to enhance the teaching of science within their school communities. The programme is funded by the Government and managed by Royal Society Te Apārangi. It is a whole school/science department learning opportunity with a focus on developing science leaders. Over two years, schools embark on a science development journey that locates science learning in meaningful contexts. Integral to the programme are the partnerships established between schools and local science communities.
Janine Bidmead, Science Teaching Leadership Coordinator, Royal Society Te Apārangi
Overall, robotics, incorporates all of the elements of STEAM. However, more importantly, it addresses all five New Zealand Curriculum key competencies: thinking; using language, symbols, and text; managing self; relating to others; and participating and contributing.
- Building STEAM into normal classroom learning with robotics
- Equipping teachers with the knowledge and skillset to be able to teach robotics
- Learning how to assess skills around robotics
New Zealand’s education system has been ranked first by the London-based Economist in 2017. One of the biggest factors for this result is the focus on ‘future-skills’ and project-based learning in schools.
- Understanding the content-based knowledge that is being taught to students and why this needs to continue to prepare them for the future workplace
- Integrating project-based pedagogy in the New Zealand curriculum
A major challenge in teaching STEAM is enabling teachers to upskill in creative use of technology. The Mind Lab by Unitec is an organisation that provides assistance to teachers who would like to develop their STEAM skills, particularly around creative design and digital technologies, and apply them directly in the classroom.
- Strengthening teachers’ STEAM knowledge and skills
- Practical approaches to understanding and teaching digital technology
- Highlighting the shift from 20th century learning to 21st century learning and what this looks like
Inquiry-based learning assists teachers in identifying the needs of the groups of target students and responding to them through planned programmes. Subsequently, the students are assessed on the impact of their programmes.
- Understanding the impact on student learning using inquiry teaching
- Highlighting the benefits of the phases of inquiry learning and how a teacher can support students’ learning
- Understanding the evaluation framework around inquiry teaching
The Early Childhood Curriculum addresses outcomes that are a result of teaching STEAM, such as reasoning, practical thinking, becoming inquisitive about the physical and social world, and more. This session will explore the benefits of encouraging such outcomes from an early age, and how they can ease transitioning from ECE to primary and thereafter be easier on the students