• About GIGS
  • Toolkit introduction
  • Surveys and interviews
    • GIGS surveys >
      • Interviews
  • Case Studies and videos
    • School case studies
    • Video vignettes (UK)
    • Video vignettes (SE)
    • Video vignettes (PL)
    • Video vignettes (CY)
  • eBooks
  • Curriculum maps
  • Resources
  • Training Courses
    • Training courses >
      • Module 1
      • Module 2
      • Module 3
      • Module 4
  • Research and dissemination
  • Quick Guide
  GIGS toolkit
  • About GIGS
  • Toolkit introduction
  • Surveys and interviews
    • GIGS surveys >
      • Interviews
  • Case Studies and videos
    • School case studies
    • Video vignettes (UK)
    • Video vignettes (SE)
    • Video vignettes (PL)
    • Video vignettes (CY)
  • eBooks
  • Curriculum maps
  • Resources
  • Training Courses
    • Training courses >
      • Module 1
      • Module 2
      • Module 3
      • Module 4
  • Research and dissemination
  • Quick Guide

Module 1

Module 1. Preliminary activitiesLearning objectives:
  • To prepare participants for the tasks and activities ahead of them in order to establish realistic expectations of the course
  • To complete both a needs analysis and curriculum review to establish participant’s current levels of knowledge and understanding of the key themes and the place of STEM subjects in their curriculum
  • To ensure participant feel secure and confident in undertaking the course
 
Planned structure of module:
  1. Introduce the Global Goals: opportunities to recognise the role of STEM to meet the Global Goal targets by 2030. Who’s responsible for the Global Goals? (including potential links to STEM careers).
    Resources and links: TED talks, UN site, Practical Action website materials on the Global Goals
    Activity and/or tasks:
  2. Summary of evidence that suggests making science relevant engages all students, particularly girls.
    Resources and links: ‘Not for girls like me’
    Activity and/or tasks: Use of photos from a range of contexts to link to STEM topics/opportunities. Use of digital tool to map images to science/STEM units.
  3. Global learning integrated into STEM subjects. Methodology/Design (Pedagogy & Instructional Design).
    Resources and links:
    Activity and/or tasks: Identifying the GG where STEM can play a major role.
  4. What do we already know/already do?
    Resources and links: Our survey data and interviews
    Activity and/or tasks: Teachers could use their own curricular to think about units and contexts. Plus their own thinking regarding global issues and the rationale behind global learning
  5. This project – what we know so far, STEM issues regarding girls’ choices
    Resources and links:
    Activity and/or tasks:
  6. Additional reading
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Contact:
For all enquiries about this project, including how to get involved, please contact 
Ray.Kirtley@gmail.com

NOTICE: This project has been funded with support from the European Commission. This website reflects the views only of the project team and the Commission cannot be held responsible for any use which may be made of the information contained therein.
© COPYRIGHT 2016. ALL RIGHTS RESERVED


  • About GIGS
  • Toolkit introduction
  • Surveys and interviews
    • GIGS surveys >
      • Interviews
  • Case Studies and videos
    • School case studies
    • Video vignettes (UK)
    • Video vignettes (SE)
    • Video vignettes (PL)
    • Video vignettes (CY)
  • eBooks
  • Curriculum maps
  • Resources
  • Training Courses
    • Training courses >
      • Module 1
      • Module 2
      • Module 3
      • Module 4
  • Research and dissemination
  • Quick Guide