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torben@steeg.co.uk

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STEAM perspective

What are the key values and principles of sustainability that matters to you, your students, your industry and your community?

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What kind of (unique) contributions can enquiry-driven, interdisciplinary approaches make to the development of sustainability values and practices in your community?

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Education Perspective

How is environment and sustainability understood in your educational setting?

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How can learners be actively involved in shaping the agenda of environment and sustainability through STEAM education?

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Industry perspective

What are the specific environment and sustainability requirements/challenges/aspirations your industry is facing that STEAM could facilitate to address?

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How can industry and education collaborate more effectively to ensure students see clear connections between STEAM education and environment and sustainability?

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Next steps / ideas

What practical next steps can schools, universities, and industry partners take to deepen ethics focused STEAM collaboration to address issues, challenges and aspirations on environment and sustainability?

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STEAM perspective

What core competencies should we be promoting when thinking about STEAM?

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What values should we be promoting that underpin STEAM?

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Education Perspective

How can schools ensure that STEAM is integrated into careers provision, conversations and events?

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What other opportunities might there be, or what do we need to do to create those opportunities?

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Industry perspective

What are the skills, knowledge and graduate attributes that industry requires from graduates now?

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How, and will, these change as we look to the future?

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Next steps / Ideas

How can we as a group take all of this forward; what is required?

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STEAM perspective

Technology presents exciting and expanding opportunities for STEAM project development. How can we put technology into the hands of young people in a cost- effective and creative way?

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How is AI impacting on STEAM project development? Is its full potential being exploited or are we just beginning to scratch the surface?

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Education Perspective

Is the current curriculum, and teaching population, ready to teach and use new technologies? If not, how can this be rectified?

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How do we counter the perceived narratives of secondary pupils’ use of technology? (e.g. AI enables plagiarism, mobile phones should be banned, games development is not a pursuit, to one where the potential benefits are explored.)

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Industry perspective

What high-value technological knowledge does industry value and how should the secondary sector be proactive in responding to this?

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How do we bridge the gap between what industry needs in its emerging workforce and what secondary schools are currently teaching?

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Next steps / Ideas

How do we bring together all perspectives of STEAM education to ensure that young people experience the creative potential, as well as the utility, of new technologies, and that they are well-equipped for their future lives?

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STEAM perspective

How can the practices employed in collaborating through STEAM projects develop new definitions of the Arts and Humanities?

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How can the practices employed to innovate between concepts, materials and making be employed to develop projects that positively impact on the lives of young people in the West Midlands?

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Education Perspective

How can we use STEAM to encourage the use of embodied and affective pedagogies?

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How can the practices of artists and practitioners encourage and inspire pupils and teachers to enhance STEAM thinking and practice?

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Industry perspective

How can STEAM Perspectives be employed to improve people’s access to technology and visit and contribute to cultural experiences in galleries, museums, theatres, musical and dance performance?

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How can STEAM practice be employed in the careers chosen by young people entering their first job? (e.g. What do the skills from arts and humanities offer industry?)

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Next steps / Ideas

How can we use STEAM practice to ensure marginalised and minorities are included and avoid ongoing inequality?

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How do we promote the contributions of the arts and humanities within STEAM practice schools and industry?

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STEAM perspective

How can enquiry-driven, interdisciplinary teaching foster creativity and innovation across the STEAM subjects, rather than reinforcing subject silos?

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In what ways can STEAM pedagogy promote non-hierarchical collaboration (teacher ↔ pupil, pupil ↔ pupil) that mirrors real-world innovation environments?

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Education Perspective

How can teachers design curriculum experiences that balance disciplinary depth with opportunities for interdisciplinary enquiry and collaboration?

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How might assessment practices shift to recognise experimentation, collaboration, and open-ended enquiry rather than solely traditional outcomes?

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Industry perspective

What skills and dispositions developed through STEAM approaches in secondary schools are most valued in higher education and industry, and what lessons can schools take from industry in fostering innovation cultures?

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How can industry and education collaborate more effectively to ensure students see clear connections between interdisciplinary classroom practice and future careers?

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Next steps / Ideas

What practical next steps can schools, universities, and industry partners take to deepen STEAM collaboration across sectors and how might we measure the impact of interdisciplinary, enquiry-driven pedagogy?

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STEAM perspective

Key aspects of design thinking include problem solving, prototyping and challenge led learning, how might we find these appearing within STEAM-focussed work?

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What could be the challenges of incorporating such approaches in schools

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Education Perspective

How is ‘Design Thinking’ understood in your educational setting:

a. specifically with the subject of D&T?

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b. more broadly for example within other STEAM subjects?

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Industry perspective

Broadly, how does ‘Design Thinking’ manifest in the work of your industry?

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What specific examples of ‘Design Thinking’ can you point to from within your setting?

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Next steps / Ideas

What can we do to help education & industry better support each other’s work in Design thinking?