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Coding for success - 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 Schools]

[Shot of a field]

Sue O'Malley: Shaun Voigt is our STEM professional and we're just so blessed to have him as part of our program.

[Text on screen reads Coding for success]

[Close-up shot of circuitry]

[Sue being interviewed in her classroom, text next to her reading Sue O'Malley Teacher Trinity College]

He brings so much to the team that I don't even think the team are aware of.

[Shaun and the students laughing and points at their robot]

Coding is a very complex process.

[A student handling the controls as the robot picks up coloured balls]

As teachers we're not professionals. So we get the basics, but for what we're doing, and the levels that we're working with we need a much higher level. And Shaun brings that to the students.

[The students point and cheer]

[The robot chases balls]

[Shaun being interviewed in a workshop area, text next to him reading Shaun Voigt Software Engineer DST]

Shaun Voigt: I enjoy working with the kids because I love seeing how they grow and develop. How they seemingly are unable to solve a problem, and then with a little bit of confidence-building they're able to get in and some up with really great solutions.

[Shaun working with two students on a laptop inputting commands]

Sue O'Malley: He helps them, and facilitates their learning into advanced areas of programming that no school is really teaching at that level. Our students go onto university, at university level coding in a lot of areas.

[A close-up of tools, and robotics trophies]

[Sue working with a student on a laptop doing some coding]

Naomi Lawson: I didn’t even come of the robots, but what really got me excited about doing robotics was that problem solving, and that design.

[Naomi being interviewed in the workshop, text next to her reading Naomi Lawson Student Trinity College]

[Naomi and Sue working together to recreate a wagon wheel design on the laptop]

Sue O'Malley: Having access to Shaun has meant that when they've moved past where I can help them they've got somebody there to stop those log jams of learning.

[Shaun and Sue walking through the school]

[Bansari being interviewed in the workshop, the text next to her reads Bansari Patel Student Trinity College]

Bansari Patel: So especially in coding we run into a lot of errors and some problems that we wouldn't understand how to fix on our own.

[Close-up of circuitry]

[Ding] But having a professional helps us get through into the solution, understand why we ran into the error in the first place and how we can avoid it in future.

[Sue pointing to a photo in a manual and showing it to Shaun]

Shaun Voigt: Australia needs more engineers. It needs more scientists, technologists and more mathematicians.

[Shaun showing Sue a cog design]

We need more girls involved in STEM.

[The robot moves around the field]

[Bansari throws a ball to the robot]

Make it more of a everyday thing. Just like everyone does math, everyone does English everyone should do STEM.

Sue O'Malley: I love STEM because you get them started, you give them a concept, you give them a plan. Where they go comes from them. And some of the most incredible ideas

[The robot spins around showing off its badges]

can come from students that you thought might not be the best in their class, but their creativity, that spark can lead to an idea, and you're off on a journey.

[Shaun smiling at the camera]

[Sue smiling at the camera]

[A sign reading warning engineer at work]

[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, text reading STEM Professionals in Schools would like to thank: Sue O'Malley and the students form Trinity College; Shaun Voigt, Software Engineer, DST]

[Fade to black]

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