In December 2017 Education Scotland published a STEM self-evaluation and improvement framework for early learning and childcare, ASN, primary and secondary schools on the National Improvement Hub:
https://education.gov.scot/improvement/learning-resources/stem-self-evaluation
What is this?
This framework can be used to stimulate dialogue and action towards a whole setting approach to sciences, technologies, engineering and mathematics (STEM). It can serve as a helpful guide or route map for settings looking to self-evaluate and improve their approach to STEM using the quality indicators within How Good Is Our School? and How Good Is Our Early Learning and Childcare? The framework has been aligned to expectations within the STEM Education and Training Strategy, Developing the Young Workforce and other priorities in education.
How to use this self-evaluation approach to improve practice
Two versions of this STEM framework have been produced. One version has been developed for STEM coordinators and senior leaders. A two-page summary version for practitioners has also been produced. The framework includes challenge questions and a series of progression statements for relevant quality indicators to help settings reflect on and plan improvements in relation to STEM.
How to get started
If you are starting on your journey pick one or two relevant QIs to provide a focus in your school/ASG. For example if you wanted to evaluate your current curriculum in light of the National Guidance (Science Benchmarks), you might choose:
QI 1.1 Self-evaluation for self-improvement. We look inwards with staff, learners and partners to self-evaluate our STEM approaches. We are identifying initial strengths and areas for improvement. We have started to gather evidence about the quality of learning and teaching in STEM and progress of learners. We are engaging with the Career Education Standard to reflect on current practice. We are beginning to look outwards to learn from others. We use our self-evaluation to look forward and plan our next steps.
QI 2.2 Curriculum. We engage with STEM challenges, themed weeks and events to build our confidence and understanding of STEM and to help us develop our curriculum. We develop the rationale and design of our STEM curriculum collegiately. We are learning to weave sciences, technologies, engineering, mathematics and digital skills together. We are trying new pedagogies to develop STEM skills for learning, life and work through play and active learning.
