STEM at Auchenharvie Academy (Stevenston, Scotland)

Last February we had the chance to visit some of the schools in Stevenston, namely Glencairn, Hayocks, and Mayfield Primary Schools; and Auchenharvie Academy. Our visit was part of "Observa_acción" a programme aimed at professional development and innovation based on observation, assessment and exchange among peer educators and we had the chance to focus on different aspects of academic life for two days (February 20 and 21).

I was part of the group visiting Auchenharvie Academy and our interest was mainly in STEM areas. Here in Galicia, there are channels to provide students with learning opportunities in STEM subjects. There are two key actions aimed at primary and secondary levels: A STEM week for P5 and P6 students; a STEM challenge for high school students centred around coding, robotics and 3D printing; and coming up, a programme to promote coding in schools, "Creando código".

It would be interesting to create a framework to bring together all the areas of STEM and to enhance teachers' knowledge and teaching skills in order to provide our students with access to high quality STEM instruction.

What we observed in our visit to Auchenharvie Academy has given us insight into possible paths to follow, as well as good practices to imitate and adapt to our context. The school as a whole has adopted Bloom's Taxonomy and made it intrinsic to students' and teachers' work, as part of a whole metacognitive framework that underlies the learning experience. The familiarity of students with the verbs and principles of Bloom's taxonomy goes on to show that if teachers are actively involved in exchanging information about where students are at with their learning, the expectations that secondary teachers have of their students will be high enough to challenge students to take the next step in their learning. 

At Auchenharvie, they have gone one step further: they have understood that it makes no sense for secondary staff to see themselves as starting from scratch. Similarly, primary teachers must see the need for anything more than a handover once their work is done. To be effective, STEM teaching needs to be based on primary teachers having a sound understanding of just how secondary school operates (routines, knowledge, structures and expectations). Accordingly, they have engaged staff to orchestrate greater collaboration across primary and secondary, plan for success and work towards implementing strategies to make the transition from primary to secondary smooth for students and their families. They are really working together to bridge the gap between primary and secondary school, breaking down the barriers and promoting dialogue between the two phases, which have traditionally remained separate, and are succeeding in building a successful partnership between the primary and secondary phases of school. 

Kirsty Scott has held training sessions for over a year now, using STEM kits which include materials and class resources. The objective? Improving levels of STEM enthusiasm and knowledge among teachers, thus enriching pupils' learning and time at school and encouraging the uptake of more STEM skills among their students in the long run. The cross-phase collaboration Kirsty Scott has established in working with primary schools is a bold statement demonstrating an interest in truly addressing the issue of educational disadvantage. It shows how, as educators, we have a professional responsibility to collaborate more closely.

Kirsty Scott at Auchenharvie Academy last February 

Auchenharvie Academy represents some of the ways we must help to assist educators in implementing effective approaches for improving STEM teaching and learning: facilitating the dissemination and adoption of effective STEM instructional practices; and promoting STEM education experiences that prioritize hands-on learning to increase student engagement and achievement.

What we have taken home is the conviction that there is more work to be done in fusing stronger relationships, more opportunities, more varied advice and a more advanced learning environment. Partnerships need to be encouraged and cross-phase conversation embraced. The development of primary school teachers is invaluable in achieving this.