Each year, between 120 and 150 students complete iSTEM as an elective course in Stage 5.

Students initially learn about STEM fundamentals and the design process through a series of problem-based learning challenges such as:

• The cardboard rollercoaster
• Rube Goldberg’s machines
• NRMA Future of Transport challenge
• Game Changer Challenge.

As students progress through the course they:

• develop their coding skills using Micro:bits and LEGO^® EV3
• use Tinkercad and Autodesk Fusion 360 to 3D print assistive devices and design robotic bee pollinators
• develop their entrepreneurial skills with the Academy of Enterprising Girls
• deliver project pitches to audiences.

The school also collaborates with industry partners to build student and staff expertise in programming industry-grade manufacturing robots.

Benefits

Students are explicitly engaged in the 6 C’s skills:

• citizenship
• character education
• communication
• creativity
• collaboration
• critical thinking.

They use teamwork to create unique solutions to problems presented. For example, with the robo-pollinator challenge, students proposed using Micro:bits and sensors to code drone bees that would pollinate large fields. They use:

• solar panels in charging pods for power
• financial modelling of production and maintenance costs.
  

Students use their entrepreneurial skills when presenting ideas and business plans, including real-life models and brochures educating stakeholders about their projects. The passion to find solutions to community-based, real-world problems was another successful benefit.

Promoting STEM pathways

The school has noticed that the iSTEM course can help prepare students for STEM careers, for example:

• handling tools has made the physical nature of some of the STEM roles clearer
• excursions to industry workplaces help students understand and become comfortable with the various STEM worksites
• introduction to women in the industry, with the firsthand exchange of ideas, has allowed students to envision their potential role in STEM industries.

This has made students more aware of STEM careers such as civil engineering, robotics, biomedical engineering and transport. Students have shown an increased interest in university courses in STEM fields.

Advice for schools

• Start with small achievable projects in STEM key learning areas (KLAs).
• Encourage staff sharing by using a collaborative team-teaching approach.
• Look for ideas and experiences that are not used in core courses.
• Assess the process and effort rather than just the product.
• Try to partner with industry for an authentic experience.