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Students engage in a STEM project to build and test mini submersible remote operated vehicles.

Curriculum case study - St Andrew's School - CSIRO STEM Professionals in Schools

[Teachers and STEM professionals on slides on screen smiling, and sharing skills]

[The CSIRO logo swirls into the centre of the screen]

[Text on screen: STEM Professionals in School]

[A student and STEM professional working together to solder a circuit board]

Heather Wood: The STEM partnership that we're having at St Andrews is with our Year 6 students.

[Close-up on Heather Wood, text beside her reading Heather Wood Deputy Principal, St Andrew's School]

We're working with Brenton who is an engineer

Working for the Defence and Submarine industry.

[The student drops his submarine into the aquarium with a splash]

Brenton Binder: The task was for the kids to put together a mini ROV which is a remote operated vehicle which is submersible.

[Close-up of Brenton on screen, text beside him reads Brenton Binder Principal Mechanical Engineer ASC]

[Brenton and the student observe the submersible in the aquarium]

In the real world it does jobs for industry in underwater environments.

Heather Wood: We teach in an interdisciplinary way.

[Brenton and Heather walk in the schoolyard]

The students connect subjects such as science, technology, the engineering, the maths quite seamlessly.

[A hand pulls a soldering iron out of its holster]

[A student solders a piece of circuitry]

Christopher Boden: What surprised me was the students' attitude to the program.

[Close-up of Christopher, text beside him reading Christopher Boden Teacher St Andrew's School]

They did things which I didn't think that they were capable of.

[The camera pans across the submersible]

Brenton Binder: The capability that they've been able to bring has been amazing. It requires them to put together electrical circuitry which requires them soldering switches onto circuit boards.

[Close-up of a picture drawn by a student of a dolphin wearing a hat labelled Dolphin Dudes]

[A sign on the bulletin board reads GE, Guild of Engineers]

[Another sign reads Subtime J W P]

Christopher Boden: Some children will learn by reading about it. Some children will learn by watching somebody else, but all children will learn by doing it. And that's what this program allows to happen.

[One of the students presents various points about the submarine to his classmates and then they applaud]

[Shots of Christopher and Brenton smiling in the school]

[The CSIRO logo pops into the centre of the screen, underneath is written Australia's National Science Agency]

[An equation of logos is on the screen with a graduation cap representing teacher, then a plus sign adding it to a STEM professional symbolized by a molecule logo.]

[The equals symbol then connects to a gear logo representing partnership.]

[A circle graph titled Schools with different colours for different percentages on screen, Catholic being 16.3%, Government being 65.8%, Independent/Private being 16.8% and other being 1.1%]

[A map symbolizing national reach with a circle graph to one side. the text under the graph reads "with 29% in regional and remote areas.]

[On the map going clockwise NT 1.5%, QLS 20.8%, NSW 20.9%, ACT 5.9%, TAS 5.2%, VIC 23.9%, SA 8%, WA 13.8%.]

[A graph titled STEM Professionals, the circle graph showing percentages by gender with female at 43.2%, male at 56.6%, and not specified at 0.2%. The text under the graph reads note Female STEM professional representation is significantly higher than the national female STEM qualified population of 17 percent overall asterisk leading to a footnote "from the 2020 program evaluation.]

[Text on centre screen reads The STEM Professionals in Schools project is funded by the Australian Government Department of Education, Skills and Employment. At the bottom of the screen is reads The views expressed here are those of the author and do not necessarily represent the views of the Australian Government Department of Education, Skills and Employment.]

[New Screen, test reading STEM Professionals in Schools would like to thank: Heather Wood, Christopher Boden, and the students from St Andrew's School; Brenton Binder, Mechanical Engineer, ASC]

[Fade to black]

Students at St Andrew's School engage in a STEM project to build and test mini submersible remote operated vehicles.

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Some children will learn by reading about it, some children will learn by watching somebody else, but all children will learn by doing it.

— Christopher

School name: St Andrew’s School, South Australia

Teacher: Christopher Boden

Year Level: Year 6

STEM Professional: Brenton Blinder

STEM Professional occupation: ASC Shipbuilding

Australian curriculum links:

Technologies

Science

  • Science Understanding - Physical sciences (ACSSU097)
  • Science as a Human Endeavour – Nature and development of science (ACSHE098)
  • Science Inquiry Skills – Questioning and predicting (ACSIS232)
  • Science Inquiry Skills – Planning and conducting (ACSIS103, ACSIS104)
  • Science Inquiry Skills – Processing and analysing data and information (ACSIS107, ACSIS221)
  • Science Inquiry Skills – Evaluating (ACSIS108)
  • Science Inquiry Skills – Communicating (ACSIS110)

Mathematics

  • Measurements and geometry – Using units of measurement (ACMMG137)
  • Measurements and geometry - Location and transformation (ACMMG142)
  • Statistics and Probability – Chance (ACMSP145, ACMSP146)

English

General capabilities

  • ICT capability
  • Critical and Creative Thinking

The views expressed here are those of the author and do not necessarily represent the views of the Australian Government Department of Education, Skills and Employment or the Australian Government Department of Industry, Science, Energy and Resources.

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