The STEM Framework guides STEM approaches by describing the principles which underpin quality STEM education for Tasmanian Government school learners from the Early Years through to Year 12.
It supports school leaders and teachers as well as community partners who collaborate with schools around STEM education.
The STEM Framework is based on research into international best practice STEM education models and local consultation.
The framework’s goals, objectives and principles align with the National STEM School Education Strategy and are relevant to the Tasmanian context.
STEM education is based on the following principles:
Quality and rigour
- aligns with and integrates the content of the curriculum frameworks including the Early Years Learning Framework, Australian Curriculum subject areas of Science, Technologies (Design and Technologies* and Digital Technologies) and Mathematics, and accredited senior secondary learning
- complements the explicit teaching and assessment of disciplinary content and key ideas in the Australian Curriculum’s component subjects.* Design and Technologies includes Engineering Principles and Systems.
Learner agency, capabilities and dispositions
- uses learner-centred pedagogical approaches which enable self-direction, collaboration, problem solving and project management
- develops the general capabilites and particularly critical and creative thinking, literacy and numeracy in applied and contextualised learning settings
- drives innovation through creating, designing and producing solutions to real world problems.
Relevance and authenticity
- utilises authentic real-world challenges and contexts requiring the integration of disciplinary approaches
- provides applied learning contexts which are relevant to the learner• creates opportunities for personalisation.
Inclusive and accessible
- provides access and challenge for all learners
- uses a differentiated approach to planning, teaching and assessment
- builds resilience and a growth mindset in all learners when facing challenges and uncertainty.
- inspires learners about possible futures
- makes connections between current and future learning and career pathways
- links learning to local, regional, national and global contexts which are relevant to the learner
- builds links with community, industry (inclusive of business) and education partners
- develops insights into the relevance of STEM in society and the world of work.