STEM Leaders L1 S1

The specification.

• You will be doing different challenges throughout the weeks with the end result of running your own activity.

• The leader evidence record.

• What you should achieve by the end of the course.

Being able to work as a team, be confident to run activities and have the knowledge to prepare for these events. Certificate Of Achievement.

What is STEM and why do you think it’s important?

These four fields make up a fast growing industry.

Share with learners a time when something has not matched your expectations 

Learners can work in pairs or small groups to discuss situations when reality has not matched their expectations and then examples can be fed back to the wider group

How does it feel when there is a mismatch?

What can be done to ensure closer alignment?

My expectations of you - 

Hard work, but enjoyment. 

Involvement. 

Willing to try new things. 

Good attitude.

What I will do if you are not meeting my expectations - I will be pushing you to succeed, Giving you constant encouragement, and making sure your LER’s are complete. Missing fun challenges to catch up. What you guys will do if I am not meeting your expectations?

• Outside there is a space with either an S,T, E or M, so that each of the four letters has a identified ‘home’.

• Ask learners to move around the space and, on command each learner must stand at one of the four letters.

• Call out one of the letters at random (you can use an online answer generator to ensure no one calls fix!) and everyone standing at that letter - scores a point.

• The first player to score 5 points is the winner.

At its heart, STEM is about finding solutions to problems

• Learners will work in small groups of around 4 and the working area should be arranged so that each group has their own building space, ideally out of sight of the other groups.

• Each group must have sufficient blocks to build an exact replica of your master shape’

The first person on each team is given 5 seconds to look at the master shape. They must then go back to their group to describe what it looked like and how to build it.

After a set time (30 seconds), person two can come to look at the ‘master shape’ for another 5 seconds before going back to their group to continue the build.

This continues until all learners have been to look at the ‘master shape’ and/or are happy they have built an exact replica. You should then give the groups time to compare their own shapes with the master shape.