Helping schools plan meaningful, sustained STEM activities for their students
One off STEM activities can be inspiring, but research shows they are far more effective when they're part of a planned, sustained approach.
To support schools with this challenge, we've launched a new sustained STEM engagement framework. It's designed to help teachers and school leaders plan, sequence and deliver meaningful, age appropriate STEM experiences across a student’s school journey.
Why sustained STEM engagement matters
Evidence shows young people are more likely to develop confidence, interest and aspiration towards STEM careers when they experience ongoing, repeated STEM activities. These experiences play a key role in shaping students’ STEM identities, and helping them imagine future pathways into engineering and technology.
With busy timetables and limited resources, it can be difficult for schools to plan activities that build on each other over time. This new framework is designed to make that process clearer and more manageable.
What the framework offers
The sustained STEM engagement framework provides a clear, evidence based model that supports schools to:
- plan STEM activities that build progressively from primary through to post 14 education
- align classroom learning, enrichment and careers education
- support students’ STEM identity development alongside knowledge and skills
- match activities to different stages of career aspiration development
Bringing together research on STEM identity, science capital and career development, it helps schools understand what types of experiences matter most at different ages, and why.
A practical, school-focused approach
Rather than presenting a single “right” model, the framework acts as a flexible roadmap. It recognises that students follow different journeys and that schools operate in different contexts.
Alongside the framework, we've included a worked example showing how EUK Education activities and resources can be used to build a sustained programme of STEM engagement. It includes links to curriculum-aligned resources, enrichment activities and careers education. It has all been mapped against primary school aged pupils, students aged 11 to 14 and students aged 14 and over.
Where relevant, activities align to the Gatsby Benchmarks, Provider Access Legislation and the equalex framework, helping schools meet statutory requirements while strengthening careers provision.
The framework is designed to support teachers embed STEM careers into lessons, and for Careers Leaders to plan coherent, progressive provision. It also helps schools build a long-term, whole school culture that values STEM futures.
Evidence shows that young people are more likely to develop confidence, interest and aspiration towards STEM careers when they experience ongoing, repeated STEM activities.
