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My first placement!! I was at the PACE secondary school for a full school day -  I got a real feel for the place, and got to know both staff and kids quite well. It's such a great school, and I can really feel how much the staff there care about giving the students the best mixture of schooling and therapy experience.

The day started with introductions and a discussion with Luke, my point of contact at the school, about what I was looking to get out of the placement and what I can do to best support the rest of the staff team whilst there. It became clear to me throughout the day that one real goal that I have while there is how to effectively teach non-verbal students, which is a skill that is really important, and a challenge that I am very excited but nervous about approaching.

Also discussed was the approach that PACE takes. The PACE center is a unique educational setting that provides full-time education to around 15 learners aged 11-19 with cerebral palsy and other similar sensory motor disorders. The school’s approach places equal emphasis on therapy and academic knowledge and skills, delivered through a combination of subject based learning and a simultaneous therapy approach. As a result, the PACE centre offers a unique learning environment that considers each student’s individualized communication, sensory, and motor needs. This approach utilizes the fact that learners with SEND require specialized instruction and access to assistive technology to achieve academic success. Given the unique needs of the learners at PACE, it's essential to design teaching activities that consider their diverse learning styles and abilities, as well as their individualized communication and sensory needs.

We also discussed how me running a teaching activity would look at the school, as it will probably differ from a teaching activity in a mainstream school. We discussed that for now it's important that I get a feel for the school, and see which class (Oak or Maple) that I feel more confident teaching in. After my 1st placement, I'm already a little conflicted about this - Oak is a completely non-verbal classroom, and after spending some time with these kids, they're just great and I would love to learn and get more experience working with them - I think it will be very challenging as this will be an area that is completely new to me, but I am keen to use both my past experience working in similar environments, and to learn from the very experienced staff that surrounds me at PACE.

A highlight of the day was meeting Amy, a speech and language therapist that has worked at the school for 7 years. I hugely appreciated that she spent an hour teaching me about how students use PODD books and tablets to communicate, and how each individual student in the school communicates. It varies so much, and it's very intriguing stuff from a bioengineering perspective. Communication here is key. According to research, the use of augmentative and alternative communication (ACC) systems such as PODD books and tablets has been shown to improve communication skills within a SEND setting. So providing learners with access to the necessary tools and time to communicate effectively is essential at PACE. We also discussed that learning how to effectively communicate using ACC requires practical experience, and that the children themselves are the best people to ask, as every child uses PODD differently. I am looking forward to implementing this theory in practice whilst doing more classroom observations next Wednesday.

I mainly spent the day observing in Oak classroom, during leisure time and during snack/lunch time. At these times, all the students in the school are in the 1 class, and are free to pick any activity that they choose. I spent the time with a few students, playing catch and disscussing science experiments with a student who takes a big interested! I should remember to spend more time/think of experiments that would be entertaining and educational for him.

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Going into the second placement, I felt a lot more confident because of the previous experience that I had gained in the first placement. I knew what to expect in terms of the daily routine, the structure of the lessons, and how to interact with the students and teachers. This made it easier for me to focus on learning and observing in a more meaningful way.

During my time in Oak classroom, I was able to gain a deeper understanding of how the students with physical disabilities can benefit from assistive technology. I observed how the teachers and therapists work together to help the students reach their goals, and how they use a variety of technologies such as switches, joysticks, and eye-gaze systems to make this happen. It was fascinating to see how these tools could be tailored to meet the specific needs of each student.

In Rowan classroom, I was able to observe a different teaching style and approach to the lessons. The teacher used a lot of visual aids and hands-on activities to engage the students, which I found to be very effective. It was interesting to see how the students responded to these different teaching styles, and how the teacher adapted the lesson to suit their needs and abilities.

Overall, the second placement was a valuable learning experience for me. I was able to build on the knowledge and skills that I had gained in the first placement, and apply them in a new setting. It also gave me the opportunity to observe different teaching styles and techniques, which I can use to inform my own practice in the future.

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This placement, I took part in training that all staff at PACE must do. Today's staff training at PACE was an enlightening experience, as it focused on the science of neurology and how it can inform our approach to teaching students with special educational needs and disabilities (SEND). We were introduced to the basics of neurology, including the structure and function of the brain and how different parts of the brain are responsible for various functions such as perception, movement, and emotion.

As we delved deeper into the topic, we learned how neurological differences can affect learning in students with SEND. For example, students with autism spectrum disorder (ASD) may have hyper-sensitivity to sensory input, making it difficult to focus in a classroom environment. Students with cerebral palsy may experience motor impairments, making it difficult to perform tasks that require fine motor skills such as writing or manipulating objects. Similarly, students with dyslexia may have difficulty processing written language, which can impact their ability to read and write.

Learning about these neurological differences was eye-opening, as it highlighted the unique challenges that students with SEND face on a daily basis. However, it also provided insight into how we as educators can better support these students in the classroom. For instance, we learned that breaking down tasks into smaller, more manageable steps can help students with motor impairments complete tasks more effectively. Additionally, we were introduced to various strategies for supporting students with ASD, such as creating a sensory-friendly classroom environment and incorporating visual aids to supplement verbal instructions.

Understanding the neurology behind SEND can also inform our approach to lesson planning. By considering the unique challenges and strengths of our students, we can design lessons that are more accessible and engaging for everyone. For example, we may choose to incorporate more hands-on, experiential learning activities for students with motor impairments, or incorporate multi-sensory learning techniques for students with dyslexia.

Overall, the training on neurology and SEND was a valuable experience that provided a deeper understanding of the neurological differences that impact our students. By incorporating this knowledge into our approach to teaching, we can create a more inclusive learning environment and better support the diverse needs of our students.

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The design of the lesson was crucial, and was based on different learning theories, my observations of how a successful lesson opporated at PACE, and based on my past experience working in similar settings. To begin with, one of the main considerations was ensuring that the lesson catered to the diverse needs of the learners, including those with special educational needs and disabilities (SEND). This involved incorporating a range of teaching strategies, such as visual aids, hands-on activities, and interactive group discussions, to support different learning styles and abilities.

In terms of the different theories that informed the design of this lesson, I drew on various approaches, including constructivism, social learning theory, and cognitive load theory. Constructivism emphasizes the importance of actively engaging learners in the learning process and building on their prior knowledge and experiences. Social learning theory highlights the value of collaborative learning and the influence of peers on individual learning outcomes. Cognitive load theory considers how learners process and retain information and aims to minimize cognitive overload by presenting information in manageable chunks.

Based on these theories and considerations, the lesson is structured in a way that starts with a brief introduction to the topic, followed by a series of interactive activities that gradually built on the learners' knowledge and understanding. The lesson also includes frequent opportunities for group discussions and feedback to reinforce learning and ensure that learners were on track.

In terms of the layout of the lesson, it is divided into several sections that were clearly labelled and easy to follow. Each section begins with a clear learning objective, followed by a set of activities and resources that supported that objective. The lesson also included a variety of visual aids, including diagrams, charts, and videos, to reinforce key concepts and help learners retain information.

Overall, designing this lesson within an SEND setting involved a range of considerations and theories, which were used to create a structured and interactive learning experience that catered to the diverse needs of the learners.

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This week was really rewarding for me as I felt like I was getting into the swing of things in my placement. I was back to my usual routine of observing one class for the entire day, which allowed me to really get to know the individual students and their interests. This helps a lot while designing my teaching activity. One thing I noticed was how excited some of the students were about science and engineering, which was really great to see. It made me feel like I could potentially use these topics as a way to engage them in other areas of their learning.

In Rowan class, I observed their double science lesson. This week they were learning about current and voltage. The teacher used water as a metaphor, and had the students use pipes to simulate current. It was fascinating to watch how the students engaged with this activity. The learning theory used here was constructivism, which emphasizes the importance of students actively engaging with the material to construct their own understanding of it. By using a metaphor that the students were familiar with and having them physically manipulate the pipes to represent the flow of current, the teacher was able to create an interactive and engaging learning experience. Additionally, this approach allowed for differentiation, as some students were able to work independently while others needed more support. It was a great example of how effective teaching can be when it takes into account the individual needs and interests of the students.

A highlight of the day was when I helped a student to choose and 'pitch' a new basketball hoop, as it is an interest of his. It was successful, and it was a very heart-warming moment. Overall, it was a great day and I felt like I was really starting to build connections with the students and staff at PACE.

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I made this powerpoint to go over the basics of electronic concepts to the students at the beginning of the lesson. It was very important that I keep the details on the presentation simple, as one of the most important things to remember is to keep the presentation simple and easy to understand. This is because students with special educational needs may struggle with complex or abstract concepts.

To make the presentation effective, I would need to focus on the key concepts and break them down into smaller, more manageable pieces of information. It is important to avoid overwhelming the students with too much information at once. Instead, I would aim to present the information in a clear and concise manner, using simple language and visual aids where appropriate.

Another important factor to consider when creating a presentation for students in an SEND school is to ensure that it is accessible to all students, regardless of their individual needs. This means considering factors such as font size, contrast, and colour choices, to make the presentation as easy to read and understand as possible.

Finally, it is important to remember that students in an SEND school may have different learning styles and preferences. Some students may prefer visual aids, such as diagrams or pictures, while others may benefit from hands-on activities. By incorporating different teaching strategies into the presentation, I can help ensure that all students are engaged and able to learn effectively.

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This week I focused more on helping out, and partaking more in the lesson than I have in previous lesson observation, which was very interesting and a huge learning curve. I spent the first half of the day in Oak class, where I helped in the physical therapy of some students. This was an incredibly useful opportunity for me to earn more about assistive technology, and how PACE uses different tech to achieve varying goals that are sets for each student.

Assistive technology is an important part of SEND education, and it was fascinating for me to learn more about it during my time at PACE. I was able to observe the use of a range of assistive technology devices and software, such as communication apps, speech recognition software, switch devices, and alternative keyboards.

It was interesting to see how each device was carefully selected and tailored to the individual student's needs and abilities. I was able to understand how technology can empower students with disabilities to participate in academic, social, and recreational activities that may otherwise be challenging for them. The students I worked with were able to communicate with their peers and engage in physical activities using the assistive technology that was provided to them.

I was also impressed by the range of tools and resources available to support the physical therapy sessions. The therapists were using a range of tools such as balance boards, standing frames, and adapted bikes to help the students build their strength, flexibility, and coordination. I was able to assist the students with the equipment, and help them follow the therapists' instructions.

It was very cool for me to be able to use what I'd observed over the past few weeks, and to take more of a proactive approach at my placement.

During leisure time, I spent time with 1 student helping them to build 'slime' using cornflour. She took a keen interest in the science behind it, and this was very lovely to see. I also got asked by all the students in rowan class, to who I'd be delivering the teaching activity this afternoon, about what we'd be doing, and it reminded me of the importance of frontloading, especially in a SEND context, to reduce anxiety about what was going to happen. All the students seemed excited at the prospect of doing a practical lesson, which was encouraging. Some students also wished me well on my first teaching of a lesson, which was incredibly heart-warming, and again very encouraging for what would come that afternoon.

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As I designed and developed the teaching activity on building electronic circuits for learners with cerebral palsy and sensory motor disorders at the PACE center, I was excited to see how the lesson would unfold and whether it would effectively meet the identified lesson objectives.

During the lesson, I observed that most learners were actively engaged in the hands-on aspect of the activity and were able to work collaboratively in small groups. The differentiated instruction and multi-sensory learning strategies were particularly effective in accommodating the diverse needs and abilities of the learners. The use of visual aids and props such as the popcorn-style quiz also enhanced the learning experience and kept the learners engaged throughout the lesson.

However, some learners faced challenges with the fine motor skills required to manipulate the wires and connectors. While they were able to complete the circuit with some support from staff and peers, incorporating tools and accommodations to support this aspect of the activity would have been beneficial.

Additionally, some learners required more individualized support from staff to ensure that they fully understood the concepts being taught. In retrospect, more individualized instruction would have been beneficial, especially within the scope of this class. It was also noted that spending more time refreshing and reflecting on previous theoretical knowledge would have been useful to ensure that learners were able to approach the practical task with a deeper conceptual understanding.

In terms of the staff observation, we noted that the lesson was well-structured and tailored to meet the diverse needs of the learners. We also observed that the pair engineering activity was particularly successful in developing communication and team-work skills. However, it was suggested that a more inquiry-based learning approach would have been beneficial, as it involves posing questions and seeking answers through investigation and exploration. Incorporating more open-ended activities that place importance on active construction of knowledge through exploration and reflection could also enhance the learning experience for the learners.

The evaluation of the lesson through student self-reflection and staff observation was positive, with both learners and staff identifying the effectiveness of the lesson in meeting the identified objectives. However, we also identified areas for improvement and opportunities for modification in future implementations. One improvement that could have been implemented was the introduction of more interactive activities to keep learners engaged and to reinforce their learning.

In conclusion, the lesson was effective in meeting the identified objectives and demonstrated the importance of tailored teaching approaches and the benefits of hands-on, practical learning experiences in a SEND setting. The evaluation process highlighted areas for improvement, which will inform future implementations of the lesson. Overall, I am pleased with how the lesson went and look forward to incorporating the feedback into future implementations.

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Doing this presentation was incredibly useful for me, as I haven't done my teaching activity yet. It gave me the opportunity to do some reflecting on the design & development of the activity, and to implement different methods that others had used and had seen success with in my activity.

It helped to ensure that the activity is engaging and effective for the learners. Creating a presentation was an excellent way to organize my thoughts and ideas and ensure that I will communicate them clearly to the students.

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Technology in Education Technology Presentation in Blue Peach Illustrative Style

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Regarding the differences between learning science in a classroom or at an outreach event, one key difference is the context in which the learning takes place. In a classroom, the environment is typically more formal and structured, with a set curriculum and specific learning objectives. Outreach events, on the other hand, may be more informal and interactive, with a focus on engaging learners through hands-on activities and demonstrations.

Despite these differences, the goals of the teacher in both cases are similar: to foster a love of science, encourage curiosity, and develop critical thinking skills. In both settings, the teacher seeks to create an engaging and supportive learning environment that promotes active learning and helps students develop a deeper understanding of scientific concepts.

Learning through play can be effective in certain contexts, particularly for younger learners. Playful learning activities can be a great way to engage children's natural curiosity and encourage exploration, creativity, and problem-solving skills. However, the effectiveness of playful learning activities may depend on the age, background, and learning needs of the students.

So, I can recognize the value of building science capital, which refers to the knowledge, attitudes, and experiences that enable individuals to engage with and understand science. Building science capital can involve a range of activities, such as visiting museums, participating in science clubs, reading popular science books, or engaging in citizen science projects.

The learners in my placement may face various barriers to building science capital, such as lack of access to resources, limited prior exposure to science, or negative attitudes towards science. To overcome these barriers, it's important to provide learners with opportunities to engage with science in a variety of contexts and to address any misconceptions or negative attitudes they may have.

So, digital media can be a powerful tool for science communication and engagement, particularly for reaching audiences who may not have access to traditional science education resources. Informal science education through digital media can help promote curiosity and interest in science, and can provide opportunities for learners to connect with scientists and engage in scientific discovery.

As bioengineers, we can use social media to improve inclusion and diversity in our communication by ensuring that our messages are accessible and relevant to a wide range of audiences. We can use social media platforms to highlight diverse voices and perspectives in science, to showcase the real-world impact of our work, and to engage with communities who may be underrepresented in science. By fostering inclusive and engaging communication practices, we can help build a more diverse and equitable scientific community.

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Good feedback is specific, constructive, and actionable. It should highlight what was done well, what needs improvement, and how to improve. Good feedback is also timely and relevant to the learning objectives.

To use feedback effectively, I need to reflect on the feedback received, identify areas for improvement, and make an action plan to address them. I should also seek clarification if I don't understand the feedback.

The learner's emotional response can impact the feedback and learning process. Positive emotions can enhance learning and motivation, while negative emotions can hinder learning and discourage the learner. Therefore, when delivering feedback, it is essential to provide a safe and supportive environment that promotes learning.

My experience of feedback at university is different from the feedback observed in my placement. University feedback tends to be more formal and written, while placement feedback is often informal and verbal. At my placement, getting feedback in formal ways such as questionnaires, is difficult, as using formal feedback in an SEND (Special Educational Needs and Disabilities) school may not always be effective because the traditional approach to feedback may not cater to the individual needs and learning styles of students with SEND. For example, if a student with a learning disability receives feedback in a formal written report, they may struggle to understand and act upon the feedback due to their reading or writing difficulties. Additionally, feedback given in a formal manner may not be timely or relevant enough to support the unique learning needs of students with SEND. Therefore, it may be more beneficial to utilize more personalized and creative feedback methods that cater to the specific needs of the students, such as verbal feedback, visual aids, or hands-on activities. This approach can help to engage and motivate students with SEND, ultimately leading to more meaningful and effective learning outcomes.

Authentic assessment involves evaluating the learner's ability to apply knowledge and skills in real-world situations, such as in projects, case studies, or simulations. At university, some courses use authentic assessment, but not all. In my placement, I have seen examples of authentic assessment, such as creating lesson plans or delivering a presentation to students.

Technology can provide opportunities for more personalized and timely feedback. Online feedback platforms can provide instant feedback, facilitate peer feedback, and allow for multimedia feedback, such as audio or video recordings. I have always enjoyed online feedback platforms, as it is in most cases very in-depth, as well as very specific to parts of things such as coursework etc.

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The carousel let me to think more deeply about the needs of the students and how to best engage them in the learning process. I found it helpful to consider multiple activities and to think about how they could be adapted to meet the different needs of the students in the class. Additionally, the carousel allowed me to collaborate with other uni students and get feedback on my ideas, which was very beneficial.

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This weeks seminar was an incredibly interesting and relevant one for me personally. The focus on teaching within an SEND setting was useful, as my placement will be at the PACE centre, a small SEND school. Learning of different theories which can be specifically useful in this context was important, and I am excited to implement these at my placement.

One of the learning theories that I found particularly useful was Universal Design for Learning (UDL). This approach emphasizes creating flexible learning environments and materials that can be adapted to meet the needs of all learners. By providing multiple means of representation, expression, and engagement, UDL can help support individual learning styles and preferences, which is especially important when working with children with SEND.

Another learning theory that I found useful was Social Learning Theory. This theory suggests that individuals learn through observing and imitating the behaviors and attitudes of others. I believe that this approach can be particularly useful in an SEND setting where students may benefit from observing positive behaviours and attitudes modelled by their peers and teachers.

Overall, I feel that the seminar has provided me with valuable insights and strategies that I can use to support my students at the PACE centre. I am excited to continue learning and growing as an educator in this unique and rewarding setting.

Regarding efforts to practice inclusion, it is important to note that inclusion refers to creating an environment where everyone feels welcomed and valued, regardless of their background or identity. This can involve a range of practices such as actively promoting diversity, providing accessible resources, and creating opportunities for open dialogue and mutual understanding. In a placement setting, efforts to practice inclusion may include things like providing training on cultural competency and diversity,  and actively seeking out and valuing diverse perspectives and experiences.

Equality and equity are related concepts but have different meanings. Equality refers to treating everyone the same, while equity involves providing resources and support to individuals based on their specific needs and circumstances. In a placement setting, practices that support equity may include providing accommodations for individuals with disabilities or creating targeted support programs for students from underrepresented groups.

The seminar on teaching within an SEND setting has been especially helpful in terms of expanding my thoughts on how to make my teaching activity as inclusive as possible for the students at the PACE centre. I have been able to take the learning theories that were discussed during the seminar and apply them to my teaching practice in order to ensure that I am catering to the unique needs of each student.

In particular, I have been thinking about how to incorporate Universal Design for Learning (UDL) principles into my teaching activity. I believe that by creating flexible learning environments and materials, I can provide my students with the opportunity to engage with the content in ways that best suit their individual learning styles and needs. This could include providing multiple modes of representation, such as visual aids or auditory cues, as well as allowing for different modes of expression, such as drawing or verbal communication.

Additionally, I have been drawing on my past experience working in similar settings to ensure that my teaching activity is as inclusive as possible. Through my previous work, I have learned the importance of creating a supportive and nurturing learning environment that fosters positive social interactions and encourages students to take risks and try new things. I plan to implement these practices in my teaching activity at the PACE centre to help create a safe and welcoming learning environment for all of my students.

Overall, I am excited to continue exploring different ways to make my teaching activity as inclusive as possible while keeping in mind the unique needs and approach of the PACE centre.

It was also very interesting to hear about inclusivity at Imperial. As a student with a specific learning disability, I've found that imperials inclusion varies hugely. In some aspects, such as holding weekly meetings with a tutor who specifically helps with aspects of uni that are difficult due to my SLD, they are incredibly proactive. But there are also some aspects that have shown me just how important inclusivity within a class setting is. I have learnt that lecture-style teaching and presentations are difficult to learn from, and this is something I will be avoiding during my learning activity, due to the nature of my placement.

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The focus on engineering this week made me reflect on how little push there is for people to do engineering at school. Looking back at my school experience, there was always a focus on getting students to go and study science, maths, or medicine, but never engineering. I wonder if this is due to the focus on examination within the education system, and a lack of a practical aspect, even whilst studying for A-levels, especially with COVID interfering.

I think that it should be taught to be a viable career path, at least whilst in sixth form, probably even before. Doing this could even push younger students into science more, as engineering is typically the more fun aspects of STEM, such as experiments and design. The more practical elements there are in the teaching of STEM in schools, then the more accessible it is for all abilities, and it takes away the image of STEM being exculsive to a certain group. It helps drive understanding of concepts, and from personal experience, if practical aspects of a lesson are taught in the right way, then it can really push people to do STEM even if its not a path that they think is open to them.

While looking at inclusivity in the practical aspects of STEM, it is arguable that some practicals would be exclusive of those with special educational needs. The use of VR this week really made me think of how that problem could be overcome. By using the VR, it allows students to 'mess up' without consequence, and so makes it much more accessible. I think there should be a big focus on using these tools and technology to allow all students to have the same options of learning, and that can push students to study things that would've previously not been an option. I think this is something that I could discuss with my placement school, where assistive technology is so important.

Also, outreach in engineering is so incredibly important. I came from a state school where no one did engineering, and without things like Oxfords 'women in stem' outreach programmes and the Sutton trust, I would've never thought of doing engineering, and this is true of so many students here at Imperial. The more we can maximise outreach, the more students will be interested in the field of engineering.

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As I'm getting closer to starting my placement, the seminars make me think more and more about what makes a good teacher. I think that the qualities talked about in this seminar all have to be combined in some aspects in order to get the most out of teaching, especially in a SEN school environment, where every lesson is important for development, learning, and growth.

One of the most important qualities of a good teacher is their ability to connect with students. A good teacher should be able to establish a positive relationship with their students, which involves creating a safe and comfortable learning environment. When students feel comfortable with their teacher, they are more likely to engage in class and participate in discussions. I think this is especially true for my placement, where for example, for children with ASD, there are report higher incidences of bullying, so facilitating positive attitudes to difference – and supporting those children with social difficulties to maintain positive friendships – is extremely valuable. So getting to know each individual child is so vitally important to facilitate positive relationships both between teacher and student, and between student and student.

It made me think of how I can transfer skills from when I worked in a residential therapy programme for kids and young adults with varying learning difficulties, to be as helpful as I can during placement, and in future. Whilst working there, the main skill that I saw in other staff members that had great success was the ability to adapt for each child's needs and learning styles, and while doing this, not holding any child back. Additionally, a good teacher should be able to adapt their teaching style to the needs and learning styles of their students. This means being able to use a variety of teaching methods and tools to engage different learners. A good teacher should also be patient and understanding, recognizing that each student learns at their own pace.

The qualities of a good teacher involve connecting with students, having expertise in the subject area, adapting to the needs and learning styles of students, being passionate about teaching, and being dedicated to student success. These qualities help create an environment that is conducive to learning and growth, and they contribute to the overall success of students.

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This week's module really showed me how vital tailoring of teaching styles is for each individual student. Looking back at my journey through education, it's clear now that most teachers really put an emphasis on making teaching individual to each student, and just how successful this can be.

As someone who really learns through doing, the most success that I had in education was in topics that allowed me to do this, such as science and maths. A practical element really helped, similar to John Dewey's theories. So, with this seminar, it became clear that it's the teachers who combine behaviourism, cognitivism, constructivism, and connectivism have the most success across a broad range of learner types.

So, in respect to my placement, I think it will be vital to combine many different learning theories in order to gain the most out of it. I think especially working in an SEN school, tailoring each experience to the different learner types will be vital.

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Motivation + Strengths & challenges | Week 1

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Motivation + Strengths & challenges | Week 1

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The first seminar was on the topic of motivation. It raised questions to me about the motivation behind teaching and communication both in a general and personal sense.

In a general sense, the teaching of science and engineering is incredibly crucial. Specifically, I think it's so vital to tailor the teaching of science to make it an accessible subject to all, so that everyone can benefit from the motivations and successes that STEM can offer that was explored in the first seminar. This first seminar really showed just how important a solid approach to STEM, especially at a young age, is.

On a personal level, it made me think of why I decided to choose CBSE as a module. I think that communication is the number 1 skill an engineer can have, and this module really allows for both development and growth of that. I think placement will allow me to explore skills and challenges that the rest of the degree doesn't allow for, and let me push myself to gain more confidence while communicating STEM topics. I am excited and nervous that my placement is at the PACE centre, an independent special school for children aged 3-16 with neurodisabilities. I think it will be a challenge for me, and will require a lot of creativity, patience, and empathy, and I am really looking forward to this challenge. I'm excited to transfer the skills that I've learnt in the past, while working with kids with learning disabilities as a music teacher, to a STEM setting, and the challenges that this will bring. Although my placement won't start for a few weeks, I'm looking forward to using what I learn in the seminars, and thinking of ways to adapt things to my specific placement.