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STEM SCHOOL LABEL

In order to apply for a STEM School Label provided by the European Schoolnet Agency, we want to analyze the items suggested by them. The checklist is preceded by 2 videos our students recorded in order to show up different cases:

 

Instruction

Good implementation already

  • STEM subjects are taught at different levels.  
  • 1st course (12 years old students):Proxecto Boiro, researching
  • 2nd course: Green New School, about STEM-Ecofeminism-Communication (new, starts in 2019_20)
  • 2nd course: Technology (mechanisms, structures, electricity)
  • 3rd course: Technology (materials, CAD, robotics, elecricity)
  • 4th course: Technology (electronics, robotics, programming, communication)
  • There is interdisciplinary collaboration among teachers to identify learning needs and interests of students.                                                                                  

We do it in our Assessment meetings (October, December, March, June, September); A report is made by our Counaelor and a follow-up programme is settled for each student.

  • Organised and planned projects with identifiable goals and outcomes are part of STEM subjects.

Yes, and we can see the goals in our Syllabus.

  • Students are actively involved in the learning process.

Yes, as we can infer from the high number of participants in the extracurricular activities.

  • Hands-on activities are part of STEM subjects.

 Yes; you can take a look at our Tech projects in our Annual report, page 5 ahead.

  • The school representatives carry out extracurricular projects in the STEM areas.

We do: we carry out a Science Club based on Bioarchitecture and a Robots-Audiovisual lab (STARgal).

  • STEM subject topics and practices are based on solving real-world problems.
  • 1st course subject: we do a research on health topics related to our village
  • 2nd course subjec: we will do a research on ecological issues related to our country
  • 2nd, 3rd and 4th course Tech: we do projects related to current issues like electric cars, health troubles involved in conventional building techniques, control systems, A.I., I.o.T
  • Project-based teaching methods are used through solving open-ended tasks.

 It's our philosophy.

  • Maker education is part of the STEM teaching in the school.

 It is essential in the Curriculum of Tech lessons: we mount prototypes and mother board basis, use 3D printing, solder circuits, build models...

  • Learning outcomes are observed and analysed and the learning process is adapted accordingly.                                                

 It is compulsory in Spain and we do it in our ordinary assessment meetings.

 

 

Curriculum implementation

Good implementation already



  • STEM education is part of the school’s strategic planning and its aims are reflected across all planning documents.                                                                           

 STEM appears in our Extracurricular planning syllabus, in our Tech syllabus and in our European Development Plan.



  • The school representatives implementing the curriculum use principles of interdisciplinary STEM teaching and learning.

We do, and we have won several prizes due to this methodology.

  • The implementation of the curriculum covers STEM areas in both formal and non-formal learning.
  • Adequate time and resources are given in the implementation of the curriculum to allow teachers and students to work on projects.

The school considers a 2-hour period on Tuesdays to work teachers and students altogether.

  • The implementation of curriculum at school is flexible enough to meet the different needs and approaches of students and teachers.
  • In our STEM subjects our syllabus is adapted to the current reality of our students each year. 
  • Each course a training teachers' plan is developed, and we design new STEM projects according to the teachers needs


  • Lessons in STEM subjects are contextualised, other subjects have complementary STEM activities.

 Correct



  • Socially important topics and real-problem-solving are involved in the education content.

 They are: climate change, electric cars, health issues related to dwelling building materials, videogames, literature awards, etc.



  • The achievements of STEM teaching are defined through students’ competencies and abilities.

 They are, and we do a competence assessment in June which vouch for it.



  • Curriculum implementation gives opportunities for students to pursue their interests in STEM fields.

 Completely, as we can infer from the fact that many students which developed their secondary school in A Cachada are now researching in Programming, Aeronautics, Alternative Energies...



  • Curriculum implementation in the school allows transdisciplinary learning opportunities.

That is the basis of our methodology, which deserved several awards. Literature, History, Language and Ethic teachers have collaborated in STEM projects.

 

Assessment

Good implementation already

  • The school representatives use varied types of assessment.                                                                

 We use writen, oral and online tests, PBL assessment criteria... see our students' Counsellor interview (Sabela Rodríguez).

  • The school has internal agreements on integrated STEM subject assessment.                                                           

 We are working in it

  • The assessment of STEM subject criteria is discussed with all school actors.

 It is 

  • The pupils are involved in the assessment.                           

 They are, and they assess methodologies and teachers through online tests

  • Feedback is delivered systematically to the students.

 It is, throughout Google Classroom.

  • The school representatives assess the effect of interdisciplinary learning. The validity of formal and non-formal achievements is recognised.

 We do, and we have won several awards due to this methodology.

  • The personalised learning progress of students is monitored and information is provided on students’ personal progress.

 We do it weekly through a specific tutorial period. Our Counselor meets tutors every week and carries out a personalized program to help each student.

  • The school representatives have different assessment criteria for special needs students.

 They do: there is a specific guide for each case. See our Counsellor's interview or our Special Needs Plan.

  • ICT tools are used for assessment and self-assessment.  

 We use Google Classroom and our official Assessment website (XADE)

  • The reports of each set of student assessment results are collected and analysed.

 We do it in our Assessment meetings (October, December, March, June, September); A report is made by our Counsellor Sabela Rodríguez and a follow-up programme is settled for each student.

Professionalistion of Staff

Good implementation already

  • The school supports teachers (allows time, arranges replacement if needed) for attending and organising STEM education-related workshops and training (both within and outside school’s premises).

 Each course we design and develope a training teacher plan, and STEM is a key working line. At the moment, STEM teachers are involved in a specific training program which deals with our Science Club (Bioarchitecture) and in a STEM Erasmus project (this is our blog to inform our colleagues about the development of the program)

  • School is encouraging and supporting teachers in creating and developing their own teaching material that they can use in their classrooms.

 They are, and some of the teachers have published their works in official training sites (Abalar platform, material related to audiovisual production)

  • The school has teaching support staff (administrative, IT, medical, etc.) available.

 We have a Career Adviser Team constituted by a Counsellor, 2 Pedagogical teachers, an specialist in Audio-Language trouble and a medical supporter. We have 1 person as administrative staff. 

  • The school has a psycho-pedagogical office that supports teachers in the development of STEM projects.

 It's not usual in Spain. Alternatively, we have a general training service (CAFI) for our region, and we work along with its stall in order to develope STEM projects like our Erasmus STEM.

  • The school provides support to STEM teachers and informs them of existing training sessions, Master’s courses, etc., and advises teachers to attend them, according to their needs and skills.

 They do, in coordination with our training organization CAFI

  • The school encourages and supports teachers in sharing their experience with peers, at local, regional, national and international level.

 They do, in coordination with our training organization CAFI

  • The school has on its premises or works with career counsellors who inform pupils on STEM career possibilities.

 It has (see interview with our Counsellor Sabela Rodríguez).

  • The school helps its teachers to plan and implement their professional development.

 It does, in coordination with our training organization CAFI

  • Teachers have solid knowledge of their area of education and the subject they teach, and are interested in and follow related innovations. They work as professionals in the STEM area – in a modern, interesting and effective way – and seek to teach in the best possible way.

We do, as we can infer from our engagement in specific STEM activities like our Science Club based on Bioarchitecture, our Robots-Audiovisual lab (STARgal) and our Erasmus KA1 based on a School STEM develpment

  • Personal expertise is based on the attitude of pursuing continuous improvement, being oriented towards improving students’ achievements and delivering teaching in the best possible way.

 It is

 

School leadership and culture

Good implementation already

  • The school plans, manages and implements the latest STEM education developments.                                                                          

 It does, as long as our infraestructure allows it. We are involved in a Erasmus KA1 STEM project, and we are trying to bring our school up to date in the STEM methodology.

  • The school governance develops an inclusive culture: sharing of successes and failures, respect for colleagues’ ideas, etc.

 That's one of the main goals of our Career Adviser Project

  • The management team focuses on STEM education.

 They do, that's why our school takes part in different STEM initiatives: Maker spaces, Erasmus KA1 STEM, Science Club...

  • The school has a transversal STEM team (with cooperation among teachers of Science, Technology and Mathematics…).

 It is composed by:

  • Ana F. Moreiras, Tech teacher and responsible for Erasmus KA1 STEM and Science Club
  • Flor Domínguez, Tech teacher
  • Víctor Olmos, Maths teacher and member of the Managment Board
  • Javier Bao, Maths teacher
  • Pilar Hermo, Physics teacher
  • Maribel Pelayo, Biology teacher
  • Montse Güimil, Biology teacher
  • In the school’s strategic planning, STEM activities are clearly highlighted.

They are, as we can see in the Extracurricular syllabus 

  • The management team promotes a high level of cooperation among staff.

 It does

  • The school governance promotes STEM projects involving other schools and countries.

 It does; we cooperate in a Erasmus KA1 and we expect to do it it a KA2 

  • The funding of STEM activities and new resources is a priority of the school budget.

 It has been up to the moment

  • Decisions about STEM education at school are taken in a collaborative way.

 They are, the transversal STEM team discusses the main topics and then carries out the conclusions to the general teachers meetings

  • The school governance is dedicated to developing its STEM ecosystem involving all school actors and stakeholders.

 It is

 

Connections

Good implementation already

  • Cooperation agreements with external partners for STEM learning purposes have been/are being concluded.

 We do it in our Science Club (see video

  • The school uses the nearest University laboratories and libraries.

 We have used the Physics labs to carry out a research on Radon gas. We visit Santiago University annually.

  • The school has access to virtual laboratories and STEM virtual platforms.

 It has through the official learning platform Abalar

  • Parents, former students and other STEM professionals present their profession through school activities.

 It is considered in our Career Adviser project

  • The school organises and is involved in Science Fairs with other schools.                                                                    

 We take part in Science Fairs promoted by Tech organization APETEGA and others like the Mbot competition in Vigo University. We plan to carry out our own STEM fair once we start to work in a new Erasmus we have applied for.

  • The school participates and is involved in research projects with Universities or research centres.

 In the past, we collaborated in a project to measure water quality. Actually, we are involved in a radon measurement research with USC.

  • The school collaborates with industry by organising learning activities aiming to provide students with real-life STEM careers information.

 It is considered in our Career Adviser project and in our Science Club. See video

  • Outdoor learning (in science museums, industry, STEM centres, etc.) is being provided.

 It is considered in our Career Adviser project, in our Science Club and in our Tech subjects Syllabus. E.g.: Maker Space Bricolabs

  • The school establishes partnerships with the local community and involves them in the organisation of STEM activities.

 It is considered in our Career Adviser project, in our Science Club and in our Tech subjects Syllabus. E.g.: Asteleiros Triñanes, Aluminios Cortizo, Pizarras

  • The school provides sustainable, objective and continued cooperation with external stakeholders.

 It is considered in our Career Adviser project, in our Science Club and in our Tech subjects Syllabus. E.g.: CAFI, Fundación Barrié, Audiovisual Olloboi, etc. 

  

School Infraestructure

Good implementation already

  • The school uses computers connected to the Internet, or other devices, like loggers, tablets, in STEM laboratories.

 We have one specific IT Classroom with 25 PCs and 2 STEM labs with 6 laptops each and 6 tablets.

  • The school uses a secure Internet connection.

 It does

  • The school has and uses a repository with software and teaching resources.

 We have an official virtual classroom and we also use the national resourcers service (Abalar) and our materials, published in Google Classroom.

  • The school has specialised spaces for STEM activities: STEM Lab, FAB Lab, Robotic Lab, Virtual Reality Lab, 3D printers, maker space, etc.

 We used to have 2 Tech labs (maker space) but we are turning it into STEM labs at the moment. We have 3D printers, 2 maker spaces, IT classroom and audiovisual chroma space. See video

  • The school has high quality instructional material / guides for teachers and ready-to-use lesson plans.

 It does

  • The school constantly creates, develops and renews its methodological/didactic material, learning and teaching resources.

 It does

  • The school uses all available tools and provides sustainable, objective and continuous STEM education.

 It does: we update it thanks to our teachers' training plans

  • The school has and uses materials for student to make constructions /create authentic products.

 It does. See video

  • The school knows whom it should contact if technical maintenance is needed for equipment used to support STEM education.

 Of course, there is an official support team 

  • The school takes care of its STEM equipment quality and plans the purposeful and safe (health, ecological) use of it.

 It does

 

 

 



blog | by Dr. Radut