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Teaching STEAM

By making STEAM education the foundation of our curriculum, we’re empowering our teachers to employ project based learning that crosses the five disciplines of Science Technology Engineering Arts and Mathematics.

We cultivate our students’ progress from project based learning through collaboration exploration to problem based learning where we focus on real world problems and ultimately move to place based learning where our students learn by doing.

Place based learning where our students learn by doing is part of the enrichment to our STEAM curriculum.

Segilola Salami Preparatory School has formed partnerships with local businesses to facilitate our place based learning program.

With this approach, we teach our students to solve real world problems through hands on learning, activities and creative design.

We encourage our teachers to foster an inclusive learning environment where all our students are able to engage and contribute to their learning.

Our teachers use the STEAM educational framework to blur the boundaries of each subject and create a new integrated subject. This simply means that instead of teaching science, technology, engineering, arts and mathematics as separate and distinct subjects, STEAM integrates them into interdependent learning units based on real world applications.

By teaching this way, we intentionally connect the curriculum, learning objectives, standards, assessments and learning design and implementation of all subject areas. The result is that our students are able to exercise both sides of their brain at once.

To put this into context, outside of a classroom, scientists and engineers use models – sketches, diagrams etc – to make predictions about the likely behaviour of a system.

The ability to sketch to communicate an idea is an enormously useful tool.

To be an engineer, you need to be able to visualise!

Currently, we’ve seen new combined subjects like bio-informatics, bio-engineering and bio-technology.

At SSPS, we strongly believe that by integrating arts and sciences, we can enliven the curriculum content and make the lesson outcomes more interesting to both the teachers and students and introduce powerful and inspirational creative thinking into the teaching-learning process.