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I personally believe that career talks and career exhibitions are most suitable for the students that I teach. This is because students would be experiencing a first hand experience. Furthermore, they would be seeing in front of them actual people who are working in that field rather than just hearing about them. An exhibition also helps because of posters and other exhibitors which would help. This also enables students to ask questions and clarify any potential queries.

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As stated in the video, the Teen Science Cafe is taking place in my country but currently I am not that aware of any fairs going on. There are a number of projects and demonstrations going on such as biomedical week, ocean competition and EkoSkola projects. As a school we do yes participate to a number of such events and I personally find them very interesting and highly useful for students and teachers to learn.

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There are a number of advantages because such an experience offers a real first hand experience of what the work entails. They can see the real job life with their ups and downs. Such an exposure can also help students obtain a clearer image of work. On the other hand, certain placements can also deter students from that line of work especially if not well thought of in terms of preparation and expectation.

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I personally think that looking for such opportunities is very difficult locally unless you know people who can push you forward. I had tried but unfortunately I was met with one obstacle followed by another. On a separate note form 4 students are given a one week career exposure in various places. This is a kind of job shadowing where students observe others work. Thus they are becoming more exposed of what work is.

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In my country, probably it is the medical field as well as the environmental aspect. Being sunny nearly all year long with wind, solar and wind energy are to be catered for more. The environment and fields for example need much more work though, few are taking care of so locally. Qualifications include maths, English, computer and the sciences.

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Future jobs include how to tackle computer hackers and computer viruses, the medical field and laboratory aspect for both humans and animals alike. I also think that we need to focus more on the environment and pollution maybe something comes up and can decrease the number of harmful pollutants in air for example.

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I personally think that STEM skills include all aspects of the sciences including computing, maths and IT skills. STEM is not just about studying from an academic point of view but also it s application. People who have stopped studying beyond their GCSE and still work in a STEM aspect are also part of the STEM skills and profession. How about journalists? Though these do not fall directly within the STEM sector, they still can use STEM skills. Any journalist could be asked to write an article regarding certain STEM topics but more than so, STEM skills teach you thinking skills and critical thinking skills too- all which could be useful and fruitful for such work.

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I do use technology in class yes. I make daily use of the interactive whiteboard, speakers and computer system. Most students are already very knowledgable when it comes to digital skills. At times when I am stuck or cant understand what went wrong, they are students who manage to troubleshoot and fix it. Digital skills is part and parcel of today's world so we can never have enough from acquiring more digital skills.

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Three soft skills are the following:
1. Creativity. One has to be open to new ideas as well as to think outside the box. One has to be prepared to solve tasks to which as yet there are no answers or solutions.
2. Communication skills. This includes both verbal and non-verbal methods. One must be able to express oneself in a way that even non STEM people understand. Communication includes research and methodologies as well as transmitting the outcome.
3. Collaboration. No one can work on his or her own and we all need to collaborate together as a team.

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I do not use the above mentioned tools but now that I am aware of them, I do am interested to try them out. I do use Moodle and a number of other online resources and simulations though. I also use youtube frequently for example. I was involved in some inquiry based learning projects and students learn a real lot and have fun doing so. Project based are also very good because they promote groupwork and collaborative work amongst students. All learn and are involved.

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I definitely like to focus on joining the dots because in this way I can give my students a real life application of the sciences. In every chapter that I teach them, I always like to give them a more realistic application of the topic. In this way it helps them see its relevance. Fieldworks and site visits also come in handy and play an important role here because one again it helps students to link concepts and applications together.

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I try to use as often as possible the following three points:
1. Experiments carried out by students themselves for a more hands on approach.
2.Application to real life uses and sharing experiences.
3. Take students out on a site visit.

Three practices I would like to implement are:
1. Incorporate authentic research. Had done this twice in the past and it was a fantastic experience for students and me alike.
2. Utilise career material
3. Invite guest speakers

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I do not so far feel that there is a division between males and females locally. There are many females who are interested in STEM areas and there are also a number of females who study and/or work in the scientific field in Malta. The main issues, from the way I see it and experienced it, is that the financial aspect limits people in this country unless you come from a rich family because otherwise the possibility of pursuing one studies become harder.

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Over the past recent years, Malta has begun a programme which encourages females to study science and thus, in my case I can clearly state that I keep any gender differences to a minimum. I have female friends who work in labs and science related office jobs and thus often refer to them for examples. I definitely am against the use of certain stereotyped comments which society may pose. I try to avoid certain words and opt for other neutral words. This of course requires more thought but eventually it becomes second nature.

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I have always been fascinated in the world of science and two scientists who strongly left an impact on my were Marie Curie and Valentina Tereshkova. I remember myself having less than 10 years and was walking with my mother along several market stalls. One sold book about space. Space was the first branch of science which struck me most. I had even sent a letter in my primitive childish handwriting to NASA and ESA (both of whom replied back). In this book there was about this Russian astronaut. She surely deceived the odds and did not give up in her will. I am pretty sure that she has lifted the mark and encouraged many women into astronomy and other fields.

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In my country there currently has been a push forward to increase the awareness when it comes to science. The recently opened Esplora Science Centre has surely boosted the situation.
http://esplora.org.mt/icandoscience-a-national-camp-designed-to-promote-stem-subjects/
The link also makes reference to 'Science- it s a girl thing' which has been launched a few years ago to promote science amongst females.

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From the above list, I think I fall under the career informant as well as the teaching role. Having worked in a non teaching but science sector before entering this profession, I feel that I do have what to give to students in terms of ideas and experiences. Having said that, schools have career advisors to speak to. I do wish to be involved in senior leadership but I find this very hard because of lack of connections and I also often get to know about opportunities once the deadline is over. I often ask why this is so, why I receive certan information late.

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This is not an easy question because though there are many scholars at University, this does not mean that they know how to discuss STEM with school students.  A recent project has started with our form 2 science students (age approx 12/13) where various scientists visit school and discuss their profession. As science teachers we try to make use of what has been discussed during these sessions into our lessons.

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This question has set me thinking of the possibility of inviting a member from a local astronomy organisation which is an NGO to discuss with students. This would be a two way discussion rather than just a one way directed talk. The use of models would also be an option to compliment the talk.

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During parents day, I had the opportunity to discuss with various students and parents regarding whether or not they are to continue studying science. There were many parents who were very encouraging towards their daughters. There also was another one who showed less faith in her daughter but I personally felt that it was not due to the actual science itself but due to an overall poor academic record.

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In my country, probably it is the medical field as well as the environmental aspect. Being sunny nearly all year long with wind, solar and wind energy are to be catered for more. The environment and fields for example need much more work though, few are taking care of so locally. Qualifications include maths, English, computer and the sciences.

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Future jobs include how to tackle computer hackers and computer viruses, the medical field and laboratory aspect for both humans and animals alike. I also think that we need to focus more on the environment and pollution maybe something comes up and can decrease the number of harmful pollutants in air for example.

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The skills have to be based on mechanical and electrical works on the new machines. Engineering skills as well as logic and coding skills. People are needed to supervise these machines and technologies.  Their maintenance and repair will still need the human element thus people need to be taught even for jobs or situations which as yet do not exist yet. Critical thinking skills also helps for sure.

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The Fourth Industrial Revolution is something which will surely affect the lives of many people. Some will reject it but since this is the next step in the 21st century we must embrace it and ride the wave. It will surely help in medical advancements, in nanotechnology and bionics  for example. People will have more options when it comes to treatment and possibly some will be even less invasive than the system option. What I hope is that people will not abuse of it and make bad use of it such as in warfare or other destructive options. Strict control is needed to safeguard everyone.

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I personally feel that though many students do study the STEM subjects, few decide to pursue a career in them. I think that at times it is the lack of awareness or the lack of feel of being appreciated which may drive such people away from the profession. Furthermore, I think that when people study for several years a particular subject/area, one would then expect a job which does not involve too much routine work for example. I think that via more awareness, the STEM careers can embrace more professions and thus strive for a better Europe.

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With the evermore increasing technological advances surrounding us along with the fast going world we live in, investing ourselves in more critical thinking is essential. STEM is one other step towards a more holistic education approach and eventually for STEM careers.