CLD Agency STEM Award Evidence Template and Guidance
"Access the STEM Nation Award evidence template for Community Learning and Development agencies, along with helpful guidance on submission requirements and file size optimization. Gather evidence for leadership in STEM and enhance your application. Compress images and follow instructions for efficient file sharing."
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STEM Nation Award Evidence template For use by community learning and development (CLD) agencies.
Guidance on how to use this template This document contains evidence templates for each of the STEM Nation Award elements. The five elements are: After registering for the award programme you should use this template to collate and submit evidence which will support your application. An agency may apply for individual elements or any combination of elements. The evidence should be submitted in a single file but each element should be included on separate slides. The existing content on each slide should be replaced with your evidence. Any slides not required should be deleted before submission. The total file size should not exceed 100 MB. Please ensure that the name of the applicant and the CLD agency applying for the award are included on the first page of your submission. You should use the notes section on the slides to: (a) provide evidence explanations where required (b) outline future STEM development targets.
Compress pictures Top tips for reducing file size Select a picture in PowerPoint then choose Compress Pictures from the Format menu. Embedding images, videos and audio files in a PowerPoint can result in very large file sizes. These tips can help you to minimise the file size for sharing. Embed hyperlinks rather than videos Upload your video clip to a free video streaming service such as YouTube or Vimeo. Apply the settings below to reduce the file size. You can restrict who is able to see your video. Copy and paste the hyperlink into your PowerPoint to link directly to your new online video. Compress media files Read more about compressing media files on the Microsoft support pages. You may wish to read the Microsoft support guide for further advice or macOS guidance.
Name of CLD agency Local authority (if appropriate) Name of applicant Date of submission Please delete and replace the text in each of the fields on this page. In this box, you should enter a brief profile of your CLD agency. You may wish to include to include: the number of learners, number of practitioners, SIMD overview, urban/rural description, details of specialist provision etc.
Leadership in STEM This element contains six aspects. In order to achieve this element you should provide evidence for at least five of these aspects. The following slides will help you to collate your evidence. You should use one slide for each aspect however you may use a piece of evidence on more than one slide. Please delete any unused slides. You should consider these three questions as part of the self-evaluation and evidence gathering process : What are our current strengths in this area? You can use text, photographs, web links and video links to evidence your strengths. You may also use the notes section below each slide to provide a narrative or further explanation where required. What evidence do we have to support this? What are our future development targets? You should outline your future STEM development targets in the notes section of each slide.
Aspect 1 Our shared vision and rationale for STEM was developed in collaboration with a range of stakeholders. You may wish to include: A statement of your agency s STEM vision. Screenshots of your STEM self-evaluation. Locality/CLD improvement plans featuring STEM. Feedback from practitioners after engaging with STEM professional learning activities. Photographs or links to videos of learners leading STEM learning, including as Young STEM Leaders or STEM Ambassadors. Samples of learner evidence from the Young STEM Leaders programme. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 2 Where appropriate, a core team of staff provide effective planning, coordination and leadership for STEM. You may wish to include: A statement of your agency s STEM vision. Screenshots of your STEM self-evaluation. Locality/CLD improvement plans featuring STEM. Feedback from practitioners after engaging with STEM professional learning activities. Photographs or links to videos of learners leading STEM learning, including as Young STEM Leaders or STEM Ambassadors. Samples of learner evidence from the Young STEM Leaders programme. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 3 We make time for professional dialogue, collegiate learning and self- evaluation to support and inform improvements in STEM. You may wish to include: A statement of your agency s STEM vision. Screenshots of your STEM self-evaluation. Locality/CLD improvement plans featuring STEM. Feedback from practitioners after engaging with STEM professional learning activities. Photographs or links to videos of learners leading STEM learning, including as Young STEM Leaders or STEM Ambassadors. Samples of learner evidence from the Young STEM Leaders programme. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 4 Ongoing collaborative and collegiate working helps to build our STEM practice and develop our pedagogy. You may wish to include: A statement of your agency s STEM vision. Screenshots of your STEM self-evaluation. Locality/CLD improvement plans featuring STEM. Feedback from practitioners after engaging with STEM professional learning activities. Photographs or links to videos of learners leading STEM learning, including as Young STEM Leaders or STEM Ambassadors. Samples of learner evidence from the Young STEM Leaders programme. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 5 Practitioners demonstrate leadership in STEM learning and are helping to motivate, inspire and support others. We use data and evidence of learners progress in STEM to help us meet the needs of our learners and promote equity. You may wish to include: A statement of your agency s STEM vision. Screenshots of your STEM self-evaluation. Locality/CLD improvement plans featuring STEM. Feedback from practitioners after engaging with STEM professional learning activities. Photographs or links to videos of learners leading STEM learning, including as Young STEM Leaders or STEM Ambassadors. Samples of learner evidence from the Young STEM Leaders programme. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 6 Learners have a range of opportunities to take decisions about their STEM learning and to lead others learning. You may wish to include: A statement of your agency s STEM vision. Screenshots of your STEM self-evaluation. Locality/CLD improvement plans featuring STEM. Feedback from practitioners after engaging with STEM professional learning activities. Photographs or links to videos of learners leading STEM learning, including as Young STEM Leaders or STEM Ambassadors. Samples of learner evidence from the Young STEM Leaders programme. Please populate this slide with examples of STEM practice from your setting. Online video player link
STEM learning in the community This element contains six aspects. In order to achieve this element you should provide evidence for at least five of these aspects. The following slides will help you to collate your evidence. You should use one slide for each aspect however you may use a piece of evidence on more than one slide. Please delete any unused slides. You should consider these three questions as part of the self-evaluation and evidence gathering process : What are our current strengths in this area? You can use text, photographs, web links and video links to evidence your strengths. You may also use the notes section below each slide to provide a narrative or further explanation where required. What evidence do we have to support this? What are our future development targets? You should outline your future STEM development targets in the notes section of each slide.
Aspect 1 Adult learning Our STEM adult learning programmes are being developed in partnership with learners to build STEM capital. An increasing number of adult learners are becoming involved in the development and delivery of STEM learning programmes for other members of the community. You may wish to include: Survey feedback from learners, families or members of the local community. A calendar or outline of STEM learning opportunities in the community. Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds Data showing the number of learners engaging with STEM learning in the community. Photographs and or links to videos from STEM learning events. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 2 Adult learning Our adult learners are actively and meaningfully involved in STEM community activities such as citizen science projects and science festival activities. You may wish to include: Survey feedback from learners, families or members of the local community. A calendar or outline of STEM learning opportunities in the community. Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds Data showing the number of learners engaging with STEM learning in the community. Photographs and or links to videos from STEM learning events. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 3 Adult learning Practitioners work with learners and partners to identify and reduce barriers to participation. Learners , parents and carers own learning journeys are negotiated, valued and supported. You may wish to include: Survey feedback from learners, families or members of the local community. A calendar or outline of STEM learning opportunities in the community. Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds Data showing the number of learners engaging with STEM learning in the community. Photographs and or links to videos from STEM learning events. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 4 Adult learning We use social media and other methods of communication to promote and share details of our STEM based community learning programmes in order to engage adult learners and the wider community. You may wish to include: Survey feedback from learners, families or members of the local community. A calendar or outline of STEM learning opportunities in the community. Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds Data showing the number of learners engaging with STEM learning in the community. Photographs and or links to videos from STEM learning events. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 5 Adult learning Adult learners working with our agency are gaining an understanding of the importance of STEM skills, employability and progression routes. You may wish to include: Survey feedback from learners, families or members of the local community. A calendar or outline of STEM learning opportunities in the community. Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds Data showing the number of learners engaging with STEM learning in the community. Photographs and or links to videos from STEM learning events. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 6 Adult learning An increasing number of adult learners are developing skills in leadership, problem solving and critical thinking that will enable them to make informed decisions in their everyday lives. You may wish to include: Survey feedback from learners, families or members of the local community. A calendar or outline of STEM learning opportunities in the community. Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds Data showing the number of learners engaging with STEM learning in the community. Photographs and or links to videos from STEM learning events. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 1 Family learning Our STEM family learning programmes are being developed in partnership with learners and their families to build STEM capital. You may wish to include: Survey feedback from learners, families or members of the local community. A calendar or outline of STEM learning opportunities in the community. Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds Data showing the number of learners engaging with STEM learning in the community. Photographs and or links to videos from STEM learning events. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 2 Family learning Families are actively and meaningfully involved in STEM learning community activities such as citizen science projects and science festival activities. You may wish to include: Survey feedback from learners, families or members of the local community. A calendar or outline of STEM learning opportunities in the community. Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds Data showing the number of learners engaging with STEM learning in the community. Photographs and or links to videos from STEM learning events. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 3 Family learning Our practitioners are aware of potential barriers to participation and work with families to reduce these. Parents and families are offered opportunities to gain accreditation for aspects of their STEM learning. You may wish to include: Survey feedback from learners, families or members of the local community. A calendar or outline of STEM learning opportunities in the community. Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds Data showing the number of learners engaging with STEM learning in the community. Photographs and or links to videos from STEM learning events. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 4 Family learningSTEM features regularly in our agencys communications with parents, families, schools and the wider community through social media and the use of other digital technologies. You may wish to include: Survey feedback from learners, families or members of the local community. A calendar or outline of STEM learning opportunities in the community. Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds Data showing the number of learners engaging with STEM learning in the community. Photographs and or links to videos from STEM learning events. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 5 Family learning Parents and families are gaining an understanding of the importance of STEM skills, employability skills and progression routes. You may wish to include: Survey feedback from learners, families or members of the local community. A calendar or outline of STEM learning opportunities in the community. Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds Data showing the number of learners engaging with STEM learning in the community. Photographs and or links to videos from STEM learning events. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 6 Family learning We seek opportunities to integrate intergenerational learning into our STEM programmes wherever possible. This is allowing us to engage wider audiences in STEM learning and is helping us to address unconscious bias relating to equity and equality in STEM. You may wish to include: Survey feedback from learners, families or members of the local community. A calendar or outline of STEM learning opportunities in the community. Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds Data showing the number of learners engaging with STEM learning in the community. Photographs and or links to videos from STEM learning events. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 1 Youth work Our STEM youth work activities are being developed in partnership with learners to build STEM capital. You may wish to include: Survey feedback from learners, families or members of the local community. A calendar or outline of STEM learning opportunities in the community. Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds Data showing the number of learners engaging with STEM learning in the community. Photographs and or links to videos from STEM learning events. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 2 Youth work We work with our learners, parents and our local school(s) to highlight the links between informal STEM learning and formal in-school education. Our learners are also encouraged to participate in wider STEM community events such as citizen science projects and science festival activities. You may wish to include: Survey feedback from learners, families or members of the local community. A calendar or outline of STEM learning opportunities in the community. Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds Data showing the number of learners engaging with STEM learning in the community. Photographs and or links to videos from STEM learning events. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 3 Youth work Our practitioners are aware of potential barriers to participation and work with young people to reduce these. We work independently and or in collaboration with our local school(s) to provide our learners with opportunities to gain accreditation for their STEM learning. You may wish to include: Survey feedback from learners, families or members of the local community. A calendar or outline of STEM learning opportunities in the community. Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds Data showing the number of learners engaging with STEM learning in the community. Photographs and or links to videos from STEM learning events. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 4 Youth workSTEM features regularly in our agencys communications with youth group members, families and our partners through social media and the use of other digital technologies. You may wish to include: Survey feedback from learners, families or members of the local community. A calendar or outline of STEM learning opportunities in the community. Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds Data showing the number of learners engaging with STEM learning in the community. Photographs and or links to videos from STEM learning events. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 5 Youth work Young people and their families are gaining an understanding of the importance of STEM skills for employability and lifelong learning. You may wish to include: Survey feedback from learners, families or members of the local community. A calendar or outline of STEM learning opportunities in the community. Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds Data showing the number of learners engaging with STEM learning in the community. Photographs and or links to videos from STEM learning events. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 6 Youth work Our young people are actively and meaningfully involved in STEM-based elements of youth work programmes. As a result, learners are developing STEM and creativity skills that can be applied in a variety of contexts. You may wish to include: Survey feedback from learners, families or members of the local community. A calendar or outline of STEM learning opportunities in the community. Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds Data showing the number of learners engaging with STEM learning in the community. Photographs and or links to videos from STEM learning events. Please populate this slide with examples of STEM practice from your setting. Online video player link
Employability and STEM partnership working This element contains six aspects. In order to achieve this element you should provide evidence for at least five of these aspects. The following slides will help you to collate your evidence. You should use one slide for each aspect however you may use a piece of evidence on more than one slide. Please delete any unused slides. You should consider these three questions as part of the self-evaluation and evidence gathering process : What are our current strengths in this area? You can use text, photographs, web links and video links to evidence your strengths. You may also use the notes section below each slide to provide a narrative or further explanation where required. What evidence do we have to support this? What are our future development targets? You should outline your future STEM development targets in the notes section of each slide.
Aspect 1 Our partnerships with employers, local college(s) and other STEM stakeholders enable us to deliver a wide range of STEM activities. You may wish to include: Supporting statement from your STEM partner(s). Partnership agreement(s). Details of activities and events that have been co-designed and co-planned with your STEM partner(s). Feedback from learners, families or STEM partners following on from their engagement with a STEM partnership activity. Learner profiles showing development of employability skills. Photographs and or links to videos of learners working with your STEM partner(s). Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 2 Our partnership work supports professional learning and helps to build practitioner s leadership capacity and understanding of STEM workplaces, training and employability opportunities. You may wish to include: Supporting statement from your STEM partner(s). Partnership agreement(s). Details of activities and events that have been co-designed and co-planned with your STEM partner(s). Feedback from learners, families or STEM partners following on from their engagement with a STEM partnership activity. Learner profiles showing development of employability skills. Photographs and or links to videos of learners working with your STEM partner(s). Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 3 Employability skills, which may include those outlined in the Career Education Standard (3 18), are being developed through STEM contexts. You may wish to include: Supporting statement from your STEM partner(s). Partnership agreement(s). Details of activities and events that have been co-designed and co-planned with your STEM partner(s). Feedback from learners, families or STEM partners following on from their engagement with a STEM partnership activity. Learner profiles showing development of employability skills. Photographs and or links to videos of learners working with your STEM partner(s). Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 4 We work with out partners to promote positive perceptions of STEM that challenge stereotypes and preconceptions, plan STEM learning pathways and inspire learners. You may wish to include: Supporting statement from your STEM partner(s). Partnership agreement(s). Details of activities and events that have been co-designed and co-planned with your STEM partner(s). Feedback from learners, families or STEM partners following on from their engagement with a STEM partnership activity. Learner profiles showing development of employability skills. Photographs and or links to videos of learners working with your STEM partner(s). Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 5 Our practitioners are aware of the key STEM industries in our local area. This enables us to work with STEM partner(s) to develop STEM activities for our local context and helps learners develop skills needed to support our local economy. You may wish to include: Supporting statement from your STEM partner(s). Partnership agreement(s). Details of activities and events that have been co-designed and co-planned with your STEM partner(s). Feedback from learners, families or STEM partners following on from their engagement with a STEM partnership activity. Learner profiles showing development of employability skills. Photographs and or links to videos of learners working with your STEM partner(s). Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 6 We support our learners to make effective use of skills-profiling tools to enhance their employment prospects. You may wish to include: Supporting statement from your STEM partner(s). Partnership agreement(s). Details of activities and events that have been co-designed and co-planned with your STEM partner(s). Feedback from learners, families or STEM partners following on from their engagement with a STEM partnership activity. Learner profiles showing development of employability skills. Photographs and or links to videos of learners working with your STEM partner(s). Please populate this slide with examples of STEM practice from your setting. Online video player link
STEM curriculum and learner progression routes This element contains six aspects. In order to achieve this element you should provide evidence for at least five of these aspects. The following slides will help you to collate your evidence. You should use one slide for each aspect however you may use a piece of evidence on more than one slide. Please delete any unused slides. You should consider these three questions as part of the self-evaluation and evidence gathering process : What are our current strengths in this area? You can use text, photographs, web links and video links to evidence your strengths. You may also use the notes section below each slide to provide a narrative or further explanation where required. What evidence do we have to support this? What are our future development targets? You should outline your future STEM development targets in the notes section of each slide.
Aspect 1 STEM is helping us to deliver literacy, numeracy, Learning for Sustainability and digital literacy through engaging contexts. You may wish to include: An overview of your STEM curriculum and learner progression routes. Collaborative planning documents from relevant groups, settings or partners within your learning community. Samples of learners work demonstrating STEM skills including creativity and innovation. Records of learners personal achievements in STEM. Photographs or links to videos of learners engaging in STEM-based Learning for Sustainability or outdoor learning activities. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 2 We are using creative approaches in STEM to promote curiosity, open- mindedness, imagination and problem solving. You may wish to include: An overview of your STEM curriculum and learner progression routes. Collaborative planning documents from relevant groups, settings or partners within your learning community. Samples of learners work demonstrating STEM skills including creativity and innovation. Records of learners personal achievements in STEM. Photographs or links to videos of learners engaging in STEM-based Learning for Sustainability or outdoor learning activities. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 3 Collaboration with learning community colleagues is helping us to improve continuity and progression in STEM learning. You may wish to include: An overview of your STEM curriculum and learner progression routes. Collaborative planning documents from relevant groups, settings or partners within your learning community. Samples of learners work demonstrating STEM skills including creativity and innovation. Records of learners personal achievements in STEM. Photographs or links to videos of learners engaging in STEM-based Learning for Sustainability or outdoor learning activities. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 4 We are helping learners develop a belief in their own abilities. The support we provide to learners helps them make informed choices about STEM learning and progression routes. You may wish to include: An overview of your STEM curriculum and learner progression routes. Collaborative planning documents from relevant groups, settings or partners within your learning community. Samples of learners work demonstrating STEM skills including creativity and innovation. Records of learners personal achievements in STEM. Photographs or links to videos of learners engaging in STEM-based Learning for Sustainability or outdoor learning activities. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 5 We encourage all learners to develop a wide range of skills and take account of labour market needs when planning the curriculum to prepare learners for a variety of STEM careers. You may wish to include: An overview of your STEM curriculum and learner progression routes. Collaborative planning documents from relevant groups, settings or partners within your learning community. Samples of learners work demonstrating STEM skills including creativity and innovation. Records of learners personal achievements in STEM. Photographs or links to videos of learners engaging in STEM-based Learning for Sustainability or outdoor learning activities. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 6 All learners across our agency are given opportunities for personal achievement in STEM learning. You may wish to include: An overview of your STEM curriculum and learner progression routes. Collaborative planning documents from relevant groups, settings or partners within your learning community. Samples of learners work demonstrating STEM skills including creativity and innovation. Records of learners personal achievements in STEM. Photographs or links to videos of learners engaging in STEM-based Learning for Sustainability or outdoor learning activities. Please populate this slide with examples of STEM practice from your setting. Online video player link
Equity and equality in STEM This element contains six aspects. In order to achieve this element you should provide evidence for at least five of these aspects. The following slides will help you to collate your evidence. You should use one slide for each aspect however you may use a piece of evidence on more than one slide. Please delete any unused slides. You should consider these three questions as part of the self-evaluation and evidence gathering process : What are our current strengths in this area? You can use text, photographs, web links and video links to evidence your strengths. You may also use the notes section below each slide to provide a narrative or further explanation where required. What evidence do we have to support this? What are our future development targets? You should outline your future STEM development targets in the notes section of each slide.
Aspect 1 We are taking steps to improve gender balance, equality of opportunity, equity, diversity and inclusion through STEM. You may wish to include: Improvement plans showing an agency- wide approach to tackling stereotypes, unconscious bias and inequity in STEM. Plans showing how learning about equity and equality is being embedded in the curriculum for all learners. Planning documents, resources and or evidence of interventions which tackle preconceptions about career and learning pathways. Tracking data or surveys that show changes in engagement and attitudes or improvements in attainment over time. Evidence of practitioners engaging with professional learning and research. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 2 Sustained action challenges gender stereotypes and addresses practitioners own unconscious bias. Our actions and plans are informed by ongoing professional learning relating to equity and equality. You may wish to include: Improvement plans showing an agency- wide approach to tackling stereotypes, unconscious bias and inequity in STEM. Plans showing how learning about equity and equality is being embedded in the curriculum for all learners. Planning documents, resources and or evidence of interventions which tackle preconceptions about career and learning pathways. Tracking data or surveys that show changes in engagement and attitudes or improvements in attainment over time. Evidence of practitioners engaging with professional learning and research. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 3 All learners across our agency are given opportunities for personal achievement in STEM. You may wish to include: Improvement plans showing an agency- wide approach to tackling stereotypes, unconscious bias and inequity in STEM. Plans showing how learning about equity and equality is being embedded in the curriculum for all learners. Planning documents, resources and or evidence of interventions which tackle preconceptions about career and learning pathways. Tracking data or surveys that show changes in engagement and attitudes or improvements in attainment over time. Evidence of practitioners engaging with professional learning and research. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 4 Preconceptions about career and learning pathways are being challenged. We actively seek opportunities to celebrate diversity in the STEM workforce. You may wish to include: Improvement plans showing an agency- wide approach to tackling stereotypes, unconscious bias and inequity in STEM. Plans showing how learning about equity and equality is being embedded in the curriculum for all learners. Planning documents, resources and or evidence of interventions which tackle preconceptions about career and learning pathways. Tracking data or surveys that show changes in engagement and attitudes or improvements in attainment over time. Evidence of practitioners engaging with professional learning and research. Please populate this slide with examples of STEM practice from your setting. Online video player link
Aspect 5 Our achievement tracking processes help us to plan interventions to ensure progress and effective skills development, particularly for learners who face additional barriers. You may wish to include: Improvement plans showing an agency- wide approach to tackling stereotypes, unconscious bias and inequity in STEM. Plans showing how learning about equity and equality is being embedded in the curriculum for all learners. Planning documents, resources and or evidence of interventions which tackle preconceptions about career and learning pathways. Tracking data or surveys that show changes in engagement and attitudes or improvements in attainment over time. Evidence of practitioners engaging with professional learning and research. Please populate this slide with examples of STEM practice from your setting. Online video player link
