STEM Teacher Inspiration Days

Stage: 3, 4 and 5 Challenge Level: Challenge Level:1

This was a series of three, free linked professional development days for pairs of mathematics/science and mathematics/technology teachers in Cambridge during the academic years 20011/12.

 

Day 1: 30th September 2011

Day 2: 19th March 2012

Day 3: 22nd June 2012

 

Participants attended all three days. Each full-day event was a mixture of plenary sessions and intensive hands-on workshops.

 

Aim:

To support pairs of mathematics/science and mathematics/technology teachers from the same school who are committed to enhancing mathematical links within schools across STEM subjects and nurturing confident, resourceful and enthusiastic learners who celebrate the fundamental links between mathematics, science and technology.

WE ENCOURAGED MATHEMATICS TEACHERS WHO HAVE ATTENDED ONE OF THE PREVIOUS TEACHER INSPIRATION DAYS TO ATTEND WITH A COLLEAGUE FROM ANOTHER DEPARTMENT.


Thanks to the generous support from the Clothworkers Foundation the NRICH Team offered a free professional development programme for science and mathematics teachers at maintained sector schools/colleges in the UK. The format of the programme built on the success of the Teachers Inspiration Days which NRICH have run over the past three years and the stemNRICH mathematical science resources: this programme focused on the natural mathematical links throughout STEM subjects and pairs of Science/Maths or Technology/Maths teachers from the same schools were invited to attend.

The STEM Teacher Inspiration programme was delivered as three one-day events over the course of the following academic year - teachers accepted onto the programme attended all three days to provide a lasting, significant impact to teaching practice which can be shared amongst colleages in school and beyond.

The programme was aimed at teachers of mathematics and science at Key Stages 3, 4 and 5 and evolved in parallel with a new set of stem: secondary resources. The days were highly interactive and responded to the issues and concerns raised by teachers. The three days allowed science and mathematics teachers to explore ways in which they might work together to enhance the experience of both mathematics and science for pupils. We believe that this was s a unique opportunity to engage in cutting-edge activity in schools!