Important groups in Australian schools face additional challenges in STEM at school and in their future careers. Some groups need additional and special support However, as noted at Section 1.5, this Toolkit focusses on the years of formal schooling, and on school settings, rather than early learning. Early intervention can increase the chances of long-term impacts for students. Preschool environments provide an authentic context for children to explore STEM thinking and learning. STEM education in the early years can also have many benefits. The following sections provide more information on targeting different age groups: Students are making critical decisions about pathways beyond school (education, careers) Students start to form career aspirations Parents have a major influence on student engagement and participationĬritical transition-point for students moving from primary to secondary Some may even start forming career aspirations They are eager and willing to learn and experience new things. Students are highly receptive, interested and engaged. Students explore all aspects of identity through role play Students develop confidence and dispositions through play Students choose whether they want to continue studying STEM Students begin to feel bored by STEM, and disengagement begins – especially among disadvantaged cohorts Students’ early experiences in STEM explore posing questions and testing theories in authentic contextsĮarly STEM exposure can challenge unconscious gender biases This means there are different reasons to target different age groups when thinking about STEM education initiatives. Different things happen in a student’s life, and in their STEM education, that influence their decisions. Student interest and participation in STEM changes throughout the school journey. In senior secondary (Years 11-12), students make decisions on STEM participation that can impact their future education / career pathways.School-based experiences can influence their engagement with STEM and their future career ideas and aspirations. In early secondary (Years 7-10), students begin to form deeper knowledge and understanding of STEM. ![]() Positive experiences are critical for later STEM engagement as students may start to form aspirations towards a STEM career that can be harnessed
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