General Ideas for Lessons and Learning

stemNRICH tasks provide guidance and suggestions for appropriate use in the teachers' notes to the tasks, including basic information for non-specialists where appropriate.

1. Data collection in SET then analysis of the data in maths; possibly with a feedback into SET.
2. Have a 'visiting expert' join the lesson for a short while - maybe the science teacher in the maths class, or the maths teacher in the DT class, etc.
3. Create an equation/make a prediction/do a calculation for a physical process in a maths lesson and then test out the prediction by performing the experiment in science.
4. Introduce a task in a SET lesson (to ensure the pupils all have the SET knowledge required), continuing to work on it in a maths lesson (using maths skills) and then complete it for a double homework - marked by both maths and SET teacher with their particular subject focus.
5. Introduce a short, regular and scheduled 'discussion' or circle time in both maths and SET lessons (perhaps 10 minutes a fortnight). Give students a chance to comment on the SET that they have noted in maths and vice versa and also to ask teachers/other students of wider questions concerning the mathematics they have seen in SET or the SET that they have seen in maths.
6. Set a half-termly cross-curricular review homework:
   1. Maths: Review SET books for mathematical content; make links with the mathematics that they have learnt during the term.
   2. SET: Review maths books and suggest SET links or connections with the material covered. Look for parts of maths which have the most common uses.
7. Joint poster project: Choose a theme and work on the same poster in both a maths and SET lesson, where the focus is finding the maths/SET related to a big theme, such as global warming.
8. Monthly poster competition: Display a large photo which has STEM content, with a mailbox for students to post suggestions about the STEM they see in the photo.  Give a prize for the best entry.
9. Use a STEM photo as a starter for students to think about while you're getting ready to start the lesson.
10. Use snippets of problems/weekly challenges as starters when students enter room. Choose topic to give a flavour of the main theme of the day and plan for appropriate content in schemes of work.
11. Include some cross-curricular display material in corridors and classrooms.
12. Ask the student newspaper to interview members of science and maths departments to find out their 'STEM history' in terms of the STEM experience at university, hobbies or other jobs.
13. Build on the clear links between 'investigation cycles' in science, 'design pentagon' in DT and 'data handling cycles' in maths.
14. Use data loggers, light sensors, and other hands-on technology in maths.
15. Show a picture of an experiment/activity as used in SET to act as stimulated recall in maths at the appropriate time.
16. Have worthwhile end of term cross-curricular activities.
17. Have AsSTEMblies - assemblies which focus on some aspect of STEM
18. Form a STEM club or a maths club or both. Form links between these clubs and clubs from other schools.  Use the resources on stemNRICH!