|CCITE||Creating fruitful and sustainable links between innovative organisations that are committed to improving technological education for young people.|
Cambridge Centre for Innovation
in Technological Education
We are now taking our iSTEM+ into schools and beyond. By iSTEM+ we mean Integrated STEM and more:
To do this, we use the below 20-20 CCITE STEM framework consisting of proven STEM projects together with an associated STEM Technology Support Framework featuring usability, hands-on, collaboration, equality of opportunity and sustainability.
iSTEM+ is described in: The iSTEM+ approach
also in the PREZI and associated documents:
20-20 CCITE STEM Framework
This is our umbrella framework to produce 20 cross-curricular projects for each of key stage 2 and key stage 3. The key innovation is the provision of a carefully designed set of half-termly, inter-disciplinary group projects undertaken by all students in KS2 and KS3 outside the teaching time allocated for curriculum subjects such as maths and science. MOST, IF NOT ALL OF THESE, HAVE ALREADY BEEN DEVELOPED BY OURSELVES AND OTHERS OVER THE YEARS. WE DO NOT WISH TO RE-INVENT. RATHER, THEY NOW NEED TO BE RE-PURPOSED - SEE our latest CCITE Milestones (with links) including award winning work with major companies, schools and many other organisations.
This Technological Education (TE) strand ensures that all pupils coming up to GCSE choices at 14 have experienced a wide range of applications of maths, science, technology, computing and engineering in designing solutions to authentic and engaging problems. Undertaking and presenting their projects will equip them with the more generic skills sought by employers such as team-working, taking responsibility for their own-learning, communicating, researching, evaluating and critical thinking.
The project work will be supported by teachers from all disciplines who are there as mentors, but who will, in the process, be updating their own subject-specific knowledge and skills. The portfolios of students’ own work will be accredited – as will the portfolio of work by their teachers demonstrating their own professional development. The projects will be supported by a wider community of employers, employees, parents, governors and organisations.
The professional support for teachers will extend to KS4/5 to help them make the learning and teaching for post-14 qualifications more engaging, relevant and challenging. Key to the success of the whole-school approach is the whole-hearted commitment and vision of heads and senior managers in schools, colleges and academies providing education in the 5-19 age range. CCITE will provide all the information and advice required to run each of the 40 or so projects in KS2 and 3, together with how to operate, support and evaluate the approach in each participating school or institution. It is up to the schools themselves to decide the particular choice of projects and supporting organisation. The resources will be made freely available. There is nothing sacrosanct about CCITE’s set of project themes – schools are at liberty to design their own and guidance will be given on the design principles involved.
Many project examples that we have previously worked can be used in this framework and can be seen in Raising the Bar: International STEM Framework: http://prezi.com/hnjx9sjzhl7h/raising-the-bar-on-line-stem/
More recently, we have developed a PISA and STEM Framework in which we fit a project example into this framework: http://prezi.com/9k9basfbxqrb/pisa-stem-framework/
STEM Technology Framework
We have derived an associated STEM Technology Support Framework featuring usability, hands-on, collaboration, equality of opportunity and sustainability. This can seen in PISA Collaborative Problem Solving - STEM Technology Framework:
The following technologies are contained within this framework:
Learning to Code
As well as a curricular requirement, learning to code offers a great software and hardware experience. These three documents cover a wide range of exciting , low cost tools - with instructions:-)
GeoGebra is a mathematical software tool. Today many children who are bright and entrepreneurial really don't enjoy their maths. GeoGebra believe that if children could 'see' and interact with Geometry and Algebra then they would 'get it'. So for the last four years they have been developing a software tool and international community platform that allows students to easily visualise their maths problems and to develop solutions that they can share locally or globally.
Our initial project asked 15-year old students to develop innovative GeoGebra resources and their outstanding work can be seen on the ORBIT database GeoGebra STEM Exploration.
We are now working to extend Geogebra for STEM and a presentation containing examples can be found in the PREZI GeoGebra STEM: http://prezi.com/92z8atpqk1gr/geogebra-stem/
CCITE - Raspberry Pi
There is considerable evidence to show that the earlier children can be exposed to computing the more likely they will be to consider computer science as a career. The Raspberry Pi has the potential to make the same impact on a generation that the BBC micro did in the 1980s. The CCITE project will place the Raspberry Pi at the forefront of developments to make computing a mainstream activity in the Primary sector of education. Through this project we will be working to develop a control technology solution for early years teaching that will have national and could have global significance. A 2-minute video can be seen here.
SySTEMiC - a response from schools to improving UK skills, growth, innovation and competitiveness
SySTEMiC is shorthand for Schools Skilling, Tooling, Enthusing and Motivating students towards STEM Careers. It is a national strategy to engage students in schools, academies and colleges with authentic STEM activities which help them to understand the central importance of technological innovation to our national development, to our current society and to our future economic prosperity and well-being.Read more... (Download)
The Cambridge Dynamics Kit
This kit provides a point of focus for multidisciplinary STEM, the educational use of digital technologies and the Cambridge Centre for Innovation in Technological Education.
Newton's Mechanics - who needs it? was the subject of a 2-day symposium held at the Moller Centre, Cambridge. The concern was the lack of background in mechanics of students entering Higher Education and its principal recommendation was that: Urgent action is needed to increase access to and uptake of Newton's mechanics at ages 16-19.
Cheap and cheerful digital technology kit for kids
Child's play...and it isn't rocket science. But it could be!
In 1982 the BBC launched its digital literacy programme on television, based around the BBC micro created by Acorn Computers in Cambridge, Kenneth Baker became the first Minister for Information Technology in Sir Keith Joseph's Department for Industry and Mrs. Thatcher announced the establishment of the Microelectronics Education Programme for Schools. This was all in response to what was then seen as the 'challenge of the chip'. Now, 30 years on, we are back in a similar situation. This time the challenge is to develop in young people the technical skills, curiosity, inventiveness and creativity required to maintain the UK's international competitiveness and prosperity. While we are still waiting for the government to show leadership in encouraging schools and teachers to play their full part in this, the good news is that the kit has never been cheaper or easier to use than right now.
Finally, two example activities featuring the STEM and Technology Framework can be found at:
The Beauty of Movement (developed for IET 2014):http://http://prezi.com/uutl69oyjro_/the-beauty-of-movement/
Analysing Sporting Performance (developed for HP Academy 2014): https://sites.google.com/site/cciteasp2/