Teachers

Bring STEM education to life in the classroom

Resources

Siemens has created a vast portfolio of free, stimulating and curriculum linked resources to be used in the classroom.

 

  

Schemes of Work

Siemens offers a range of unique and engaging materials and practical activities based on the national curriculum and the ground-breaking projects Siemens is engaged in.

Popular Resources

Ingenious Engineering App

The Ingenious Engineering App is a fun and engaging way for students to learn more about inventions and innovations in engineering.

Developed to support design and technology for students aged 12+ the resources comprise an app – downloaded from Google Play and App Store, Poster which launches the augmented reality animation and a comprehensive lesson plan and supporting worksheets to encourage exploration of the impact of automation, digitalisation and electrification on individuals, society and the environment.

CT Scanner – see inside the human body - create your own augmented reality CT scanner t-shirt, simply download the pdf below and use a safety pin to attach to your t-shirt (you could also use iron on transfer paper or a heat press). Your textiles department may be able to assist.

 

  

Cybersecurity Challenge

Try our new Cybersecurity Challenge and help catch the cyber criminal! Designed to support computing for students aged 12+ these resources are an interactive way of learning about keeping yourself and others safe online. 

Energy Farm Interactive Game

The Energy Farm game puts the user in the role of the consumer and introduces them to the challenges and opportunities of effectively managing a small-scale power system. 

 

Students will learn how:

- Different technologies can be used to provide energy for people and their work

- These different technologies have different pros and cons

- Systems can be set up to supply enough energy to meet demand whilst keeping costs down and minimising negative impact on the environment .

STEM Careers and Industry Insights

Inspiring a future in STEM

At Siemens we look for the brightest, most inquiring minds to help us answer the world’s most challenging questions.  

Science. Technology. Engineering. Mathematics.

Demand for STEM skills is strong across the economy and is set to grow in the coming years. STEM study will continue to unlock an array of opportunities for young people at every skill level. Among those organisations that need employees with STEM skills and knowledge, employers of every size struggle to find the STEM talent they require and Siemens is no different.

“It remains vital that we all play our role in developing talent for the future to replace the ageing workforce in the manufacturing and industrial sectors. The only way to change the perceptions of engineering and manufacturing is to inspire children as young as nine - and really explain how exciting working in this field is.” - Juergen Maier, Chief Executive of Siemens plc.   

Lots of people work in STEM areas, but not many of them are pure scientists or pure mathematicians. Many of the careers involve using a range of STEM subjects – and other subjects as well. When students are choosing subjects to study at KS4/S4, or making decisions about college or university, there are some things you can pass onto them for consideration.

Maths is important. Most STEM careers require maths. If students are aiming for particular careers or courses post 16, encourage them to find out what the requirements are regarding maths. Some subjects, such as biology, may not appear to need maths at a lower level; but do if taken to a higher level.

English is also important. Employers want literate employees with good communication skills who will also be able to construct an explanation, either orally or in writing, and to be able to read and understand information. All these skills require a good basis in English.

Think about more than one science. At GCSE a single science course won’t be sufficient if students are taking STEM subjects further. Encourage students to talk to their science teachers about options for taking additional science or the three sciences separately. This will give them the chance to study a wider range of topics.

Technology subjects can be beneficial. All technology subjects are based on the same design cycle. Whether it’s making a cake or a car, it’s the same sequence. Science doesn’t use the same process. Technology often has fewer takers in school but actually there are more jobs going in this than in pure science or maths, so studying something that involves the design process can be useful.

Modern foreign languages and STEM is a powerful combination. MFL are not always associated with a future in STEM but in fact it’s a powerful combination. Most large STEM employers operate in a number of countries so having a proficiency in another language would give students an advantage over other candidates.

Computer science or computing are worth considering. Computer science is an aspect of STEM which is in big demand and short supply.

Subject combinations matter. Encourage students to find out what combination of subjects works well for their chosen course and career. They shouldn’t assume they know what universities will want, they need to find out. Having other subjects can also give them a greater breadth, which may appeal to universities.

Point out the range of courses. There may be a choice for students between academic courses, such as GCSEs, iGCSEs, A levels and International Baccalaureate and vocational courses such as BTECs and Cambridge Nationals. Giving students information about the different course and which would suit them best is very valuable.

Additional science-based subjects. Geology, astronomy, electronics or psychology can offer insight into particular areas that students are interested in. However, make students aware that these are not automatically a good way of getting into a higher-level course in these subjects. They need to find out what colleges and universities are asking for, they may be better off sticking to the more ‘mainstream’ subjects in terms of meeting entry requirements.

Lifelong learning is a very real concept. Patterns of work are changing at an ever greater rate. The concept of training for a certain profession and staying in that for the duration of your professional life is increasingly outdated, and even if the name of a profession stays the same, the skills needed to be successful in it are likely to change. The concept of lifelong learning is reality for an increasing number of people and “getting good at learning” will stand your students in good stead.

If students show an interest in the world of STEM careers, there are plenty of ways they can find out more: