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�STEM Nation Award�Evidence template

For use by community learning and development (CLD) agencies.

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The five elements are:

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The existing content on each slide should be replaced with your evidence. Any slides not required should be deleted before submission.

You should use the notes section on the slides to:

  1. provide evidence explanations where required
  2. outline future STEM development targets.

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Guidance on how to use this template

This document contains evidence templates for each of the STEM Nation Award elements.

After registering for the award programme you should use this template to collate and submit evidence which will support your application.

An agency may apply for individual elements or any combination of elements. The evidence should be submitted in a single file but each element should be included on separate slides.

The total file size should not exceed 100 MB.

Please ensure that the name of the applicant and the CLD agency applying for the award are included on the first page of your submission.

STEM curriculum and learner progression routes

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Compress pictures

  • Select a picture in PowerPoint then choose Compress Pictures from the Format menu.

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  • Apply the settings below to reduce the file size.

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  • You may wish to read the Microsoft support guide for further advice or macOS guidance.

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Top tips for reducing file size

Embedding images, videos and audio files in a PowerPoint can result in very large file sizes. These tips can help you to minimise the file size for sharing.

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Embed hyperlinks rather than videos

  • Upload your video clip to a free video streaming service such as YouTube or Vimeo.
  • You can restrict who is able to see your video.
  • Copy and paste the hyperlink into your PowerPoint to link directly to your new online video.

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Compress media files

  • Read more about compressing media files on the Microsoft support pages.

STEM curriculum and learner progression routes

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  • Name of CLD agency
  • Local authority (if appropriate)
  • Name of applicant
  • Date of submission

Please delete and replace the text in each of the fields on this page.

In this box, you should enter a brief profile of your CLD agency. You may wish to include to include: the number of learners, number of practitioners, SIMD overview, urban/rural description, details of specialist provision etc.

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What are our current strengths in this area?

What evidence do we have to support this?

What are our future development targets?

You can use text, photographs, web links and video links to evidence your strengths. You may also use the notes section below each slide to provide a narrative or further explanation where required.

You should outline your future STEM development targets in the notes section of each slide.

  • This element contains six aspects.
  • In order to achieve this element you should provide evidence for at least five of these aspects.
  • The following slides will help you to collate your evidence. You should use one slide for each aspect however you may use a piece of evidence on more than one slide. Please delete any unused slides.
  • You should consider these three questions as part of the self-evaluation and evidence gathering process :

Leadership in STEM

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You may wish to include:

  • A statement of your agency’s STEM vision.
  • Screenshots of your STEM self-evaluation.
  • Locality/CLD improvement plans featuring STEM.
  • Feedback from practitioners after engaging with STEM professional learning activities.
  • Photographs or links to videos of learners leading STEM learning, including as Young STEM Leaders or STEM Ambassadors.
  • Samples of learner evidence from the Young STEM Leaders programme.

Please populate this slide with examples of STEM practice from your setting.

Online video player link

Aspect 1 Our shared vision and rationale for STEM was developed in collaboration with a range of stakeholders.

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You may wish to include:

  • A statement of your agency’s STEM vision.
  • Screenshots of your STEM self-evaluation.
  • Locality/CLD improvement plans featuring STEM.
  • Feedback from practitioners after engaging with STEM professional learning activities.
  • Photographs or links to videos of learners leading STEM learning, including as Young STEM Leaders or STEM Ambassadors.
  • Samples of learner evidence from the Young STEM Leaders programme.

Please populate this slide with examples of STEM practice from your setting.

Online video player link

Aspect 2 Where appropriate, a core team of staff provide effective planning, coordination and leadership for STEM.

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You may wish to include:

  • A statement of your agency’s STEM vision.
  • Screenshots of your STEM self-evaluation.
  • Locality/CLD improvement plans featuring STEM.
  • Feedback from practitioners after engaging with STEM professional learning activities.
  • Photographs or links to videos of learners leading STEM learning, including as Young STEM Leaders or STEM Ambassadors.
  • Samples of learner evidence from the Young STEM Leaders programme.

Please populate this slide with examples of STEM practice from your setting.

Online video player link

Aspect 3 We make time for professional dialogue, collegiate learning and self-evaluation to support and inform improvements in STEM.

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You may wish to include:

  • A statement of your agency’s STEM vision.
  • Screenshots of your STEM self-evaluation.
  • Locality/CLD improvement plans featuring STEM.
  • Feedback from practitioners after engaging with STEM professional learning activities.
  • Photographs or links to videos of learners leading STEM learning, including as Young STEM Leaders or STEM Ambassadors.
  • Samples of learner evidence from the Young STEM Leaders programme.

Please populate this slide with examples of STEM practice from your setting.

Online video player link

Aspect 4 Ongoing collaborative and collegiate working helps to build our STEM practice and develop our pedagogy.

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You may wish to include:

  • A statement of your agency’s STEM vision.
  • Screenshots of your STEM self-evaluation.
  • Locality/CLD improvement plans featuring STEM.
  • Feedback from practitioners after engaging with STEM professional learning activities.
  • Photographs or links to videos of learners leading STEM learning, including as Young STEM Leaders or STEM Ambassadors.
  • Samples of learner evidence from the Young STEM Leaders programme.

Please populate this slide with examples of STEM practice from your setting.

Online video player link

Aspect 5 Practitioners demonstrate leadership in STEM learning and are helping to motivate, inspire and support others. We use data and evidence of learners’ progress in STEM to help us meet the needs of our learners and promote equity.

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You may wish to include:

  • A statement of your agency’s STEM vision.
  • Screenshots of your STEM self-evaluation.
  • Locality/CLD improvement plans featuring STEM.
  • Feedback from practitioners after engaging with STEM professional learning activities.
  • Photographs or links to videos of learners leading STEM learning, including as Young STEM Leaders or STEM Ambassadors.
  • Samples of learner evidence from the Young STEM Leaders programme.

Please populate this slide with examples of STEM practice from your setting.

Online video player link

Aspect 6 Learners have a range of opportunities to take decisions about their STEM learning and to lead others’ learning.

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What are our current strengths in this area?

What evidence do we have to support this?

What are our future development targets?

You can use text, photographs, web links and video links to evidence your strengths. You may also use the notes section below each slide to provide a narrative or further explanation where required.

You should outline your future STEM development targets in the notes section of each slide.

  • This element contains six aspects.
  • In order to achieve this element you should provide evidence for at least five of these aspects.
  • The following slides will help you to collate your evidence. You should use one slide for each aspect however you may use a piece of evidence on more than one slide. Please delete any unused slides.
  • You should consider these three questions as part of the self-evaluation and evidence gathering process :

STEM learning in the community

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Survey feedback from learners, families or members of the local community.
  • A calendar or outline of STEM learning opportunities in the community.
  • Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds
  • Data showing the number of learners engaging with STEM learning in the community.
  • Photographs and or links to videos from STEM learning events.

Aspect 1 – Adult learning Our STEM adult learning programmes are being developed in partnership with learners to build STEM capital. An increasing number of adult learners are becoming involved in the development and delivery of STEM learning programmes for other members of the community.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Survey feedback from learners, families or members of the local community.
  • A calendar or outline of STEM learning opportunities in the community.
  • Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds
  • Data showing the number of learners engaging with STEM learning in the community.
  • Photographs and or links to videos from STEM learning events.

Aspect 2 – Adult learning Our adult learners are actively and meaningfully involved in STEM community activities such as citizen science projects and science festival activities.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Survey feedback from learners, families or members of the local community.
  • A calendar or outline of STEM learning opportunities in the community.
  • Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds
  • Data showing the number of learners engaging with STEM learning in the community.
  • Photographs and or links to videos from STEM learning events.

Aspect 3 – Adult learning Practitioners work with learners and partners to identify and reduce barriers to participation. Learners’, parents’ and carers’ own learning journeys are negotiated, valued and supported.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Survey feedback from learners, families or members of the local community.
  • A calendar or outline of STEM learning opportunities in the community.
  • Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds
  • Data showing the number of learners engaging with STEM learning in the community.
  • Photographs and or links to videos from STEM learning events.

Aspect 4 – Adult learning We use social media and other methods of communication to promote and share details of our STEM based community learning programmes in order to engage adult learners and the wider community.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Survey feedback from learners, families or members of the local community.
  • A calendar or outline of STEM learning opportunities in the community.
  • Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds
  • Data showing the number of learners engaging with STEM learning in the community.
  • Photographs and or links to videos from STEM learning events.

Aspect 5 – Adult learning Adult learners working with our agency are gaining an understanding of the importance of STEM skills, employability and progression routes.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Survey feedback from learners, families or members of the local community.
  • A calendar or outline of STEM learning opportunities in the community.
  • Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds
  • Data showing the number of learners engaging with STEM learning in the community.
  • Photographs and or links to videos from STEM learning events.

Aspect 6 – Adult learning An increasing number of adult learners are developing skills in leadership, problem solving and critical thinking that will enable them to make informed decisions in their everyday lives.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Survey feedback from learners, families or members of the local community.
  • A calendar or outline of STEM learning opportunities in the community.
  • Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds
  • Data showing the number of learners engaging with STEM learning in the community.
  • Photographs and or links to videos from STEM learning events.

Aspect 1 – Family learning Our STEM family learning programmes are being developed in partnership with learners and their families to build STEM capital.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Survey feedback from learners, families or members of the local community.
  • A calendar or outline of STEM learning opportunities in the community.
  • Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds
  • Data showing the number of learners engaging with STEM learning in the community.
  • Photographs and or links to videos from STEM learning events.

Aspect 2 – Family learning Families are actively and meaningfully involved in STEM learning community activities such as citizen science projects and science festival activities.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Survey feedback from learners, families or members of the local community.
  • A calendar or outline of STEM learning opportunities in the community.
  • Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds
  • Data showing the number of learners engaging with STEM learning in the community.
  • Photographs and or links to videos from STEM learning events.

Aspect 3 – Family learning Our practitioners are aware of potential barriers to participation and work with families to reduce these. Parents and families are offered opportunities to gain accreditation for aspects of their STEM learning.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Survey feedback from learners, families or members of the local community.
  • A calendar or outline of STEM learning opportunities in the community.
  • Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds
  • Data showing the number of learners engaging with STEM learning in the community.
  • Photographs and or links to videos from STEM learning events.

Aspect 4 – Family learning STEM features regularly in our agency’s communications with parents, families, schools and the wider community through social media and the use of other digital technologies.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Survey feedback from learners, families or members of the local community.
  • A calendar or outline of STEM learning opportunities in the community.
  • Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds
  • Data showing the number of learners engaging with STEM learning in the community.
  • Photographs and or links to videos from STEM learning events.

Aspect 5 – Family learning Parents and families are gaining an understanding of the importance of STEM skills, employability skills and progression routes.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Survey feedback from learners, families or members of the local community.
  • A calendar or outline of STEM learning opportunities in the community.
  • Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds
  • Data showing the number of learners engaging with STEM learning in the community.
  • Photographs and or links to videos from STEM learning events.

Aspect 6 – Family learning We seek opportunities to integrate intergenerational learning into our STEM programmes wherever possible. This is allowing us to engage wider audiences in STEM learning and is helping us to address unconscious bias relating to equity and equality in STEM.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Survey feedback from learners, families or members of the local community.
  • A calendar or outline of STEM learning opportunities in the community.
  • Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds
  • Data showing the number of learners engaging with STEM learning in the community.
  • Photographs and or links to videos from STEM learning events.

Aspect 1 – Youth work Our STEM youth work activities are being developed in partnership with learners to build STEM capital.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Survey feedback from learners, families or members of the local community.
  • A calendar or outline of STEM learning opportunities in the community.
  • Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds
  • Data showing the number of learners engaging with STEM learning in the community.
  • Photographs and or links to videos from STEM learning events.

Aspect 2 – Youth work We work with our learners, parents and our local school(s) to highlight the links between informal STEM learning and formal in-school education. Our learners are also encouraged to participate in wider STEM community events such as citizen science projects and science festival activities.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Survey feedback from learners, families or members of the local community.
  • A calendar or outline of STEM learning opportunities in the community.
  • Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds
  • Data showing the number of learners engaging with STEM learning in the community.
  • Photographs and or links to videos from STEM learning events.

Aspect 3 – Youth work Our practitioners are aware of potential barriers to participation and work with young people to reduce these. We work independently and or in collaboration with our local school(s) to provide our learners with opportunities to gain accreditation for their STEM learning.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Survey feedback from learners, families or members of the local community.
  • A calendar or outline of STEM learning opportunities in the community.
  • Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds
  • Data showing the number of learners engaging with STEM learning in the community.
  • Photographs and or links to videos from STEM learning events.

Aspect 4 – Youth work STEM features regularly in our agency’s communications with youth group members, families and our partners through social media and the use of other digital technologies.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Survey feedback from learners, families or members of the local community.
  • A calendar or outline of STEM learning opportunities in the community.
  • Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds
  • Data showing the number of learners engaging with STEM learning in the community.
  • Photographs and or links to videos from STEM learning events.

Aspect 5 – Youth work Young people and their families are gaining an understanding of the importance of STEM skills for employability and lifelong learning.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Survey feedback from learners, families or members of the local community.
  • A calendar or outline of STEM learning opportunities in the community.
  • Examples of communication with learners, families or members of the local community regarding STEM such as newsletters, website information or social media feeds
  • Data showing the number of learners engaging with STEM learning in the community.
  • Photographs and or links to videos from STEM learning events.

Aspect 6 – Youth work Our young people are actively and meaningfully involved in STEM-based elements of youth work programmes. As a result, learners are developing STEM and creativity skills that can be applied in a variety of contexts.

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What are our current strengths in this area?

What evidence do we have to support this?

What are our future development targets?

You can use text, photographs, web links and video links to evidence your strengths. You may also use the notes section below each slide to provide a narrative or further explanation where required.

You should outline your future STEM development targets in the notes section of each slide.

  • This element contains six aspects.
  • In order to achieve this element you should provide evidence for at least five of these aspects.
  • The following slides will help you to collate your evidence. You should use one slide for each aspect however you may use a piece of evidence on more than one slide. Please delete any unused slides.
  • You should consider these three questions as part of the self-evaluation and evidence gathering process :

Employability and STEM partnership working

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Supporting statement from your STEM partner(s).
  • Partnership agreement(s).
  • Details of activities and events that have been co-designed and co-planned with your STEM partner(s).
  • Feedback from learners, families or STEM partners following on from their engagement with a STEM partnership activity.
  • Learner profiles showing development of employability skills.
  • Photographs and or links to videos of learners working with your STEM partner(s).

Aspect 1 Our partnerships with employers, local college(s) and other STEM stakeholders enable us to deliver a wide range of STEM activities.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Supporting statement from your STEM partner(s).
  • Partnership agreement(s).
  • Details of activities and events that have been co-designed and co-planned with your STEM partner(s).
  • Feedback from learners, families or STEM partners following on from their engagement with a STEM partnership activity.
  • Learner profiles showing development of employability skills.
  • Photographs and or links to videos of learners working with your STEM partner(s).

Aspect 2 Our partnership work supports professional learning and helps to build

practitioner’s leadership capacity and understanding of STEM workplaces, training and employability opportunities.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Supporting statement from your STEM partner(s).
  • Partnership agreement(s).
  • Details of activities and events that have been co-designed and co-planned with your STEM partner(s).
  • Feedback from learners, families or STEM partners following on from their engagement with a STEM partnership activity.
  • Learner profiles showing development of employability skills.
  • Photographs and or links to videos of learners working with your STEM partner(s).

Aspect 3 Employability skills, which may include those outlined in the Career Education Standard (3 – 18), are being developed through STEM contexts.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Supporting statement from your STEM partner(s).
  • Partnership agreement(s).
  • Details of activities and events that have been co-designed and co-planned with your STEM partner(s).
  • Feedback from learners, families or STEM partners following on from their engagement with a STEM partnership activity.
  • Learner profiles showing development of employability skills.
  • Photographs and or links to videos of learners working with your STEM partner(s).

Aspect 4 We work with out partners to promote positive perceptions of STEM that challenge stereotypes and preconceptions, plan STEM learning pathways and inspire learners.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Supporting statement from your STEM partner(s).
  • Partnership agreement(s).
  • Details of activities and events that have been co-designed and co-planned with your STEM partner(s).
  • Feedback from learners, families or STEM partners following on from their engagement with a STEM partnership activity.
  • Learner profiles showing development of employability skills.
  • Photographs and or links to videos of learners working with your STEM partner(s).

Aspect 5 Our practitioners are aware of the key STEM industries in our local area. This enables us to work with STEM partner(s) to develop STEM activities for our local

context and helps learners develop skills needed to support our local economy.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Supporting statement from your STEM partner(s).
  • Partnership agreement(s).
  • Details of activities and events that have been co-designed and co-planned with your STEM partner(s).
  • Feedback from learners, families or STEM partners following on from their engagement with a STEM partnership activity.
  • Learner profiles showing development of employability skills.
  • Photographs and or links to videos of learners working with your STEM partner(s).

Aspect 6 We support our learners to make effective use of skills-profiling tools to enhance their employment prospects.

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What are our current strengths in this area?

What evidence do we have to support this?

What are our future development targets?

You can use text, photographs, web links and video links to evidence your strengths. You may also use the notes section below each slide to provide a narrative or further explanation where required.

You should outline your future STEM development targets in the notes section of each slide.

  • This element contains six aspects.
  • In order to achieve this element you should provide evidence for at least five of these aspects.
  • The following slides will help you to collate your evidence. You should use one slide for each aspect however you may use a piece of evidence on more than one slide. Please delete any unused slides.
  • You should consider these three questions as part of the self-evaluation and evidence gathering process :

STEM curriculum and learner progression routes

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • An overview of your STEM curriculum and learner progression routes.
  • Collaborative planning documents from relevant groups, settings or partners within your learning community.
  • Samples of learners’ work demonstrating STEM skills including creativity and innovation.
  • Records of learners’ personal achievements in STEM.
  • Photographs or links to videos of learners engaging in STEM-based Learning for Sustainability or outdoor learning activities.

Aspect 1 STEM is helping us to deliver literacy, numeracy, Learning for Sustainability and digital literacy through engaging contexts.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • An overview of your STEM curriculum and learner progression routes.
  • Collaborative planning documents from relevant groups, settings or partners within your learning community.
  • Samples of learners’ work demonstrating STEM skills including creativity and innovation.
  • Records of learners’ personal achievements in STEM.
  • Photographs or links to videos of learners engaging in STEM-based Learning for Sustainability or outdoor learning activities.

Aspect 2 We are using creative approaches in STEM to promote curiosity, open-mindedness, imagination and problem solving.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • An overview of your STEM curriculum and learner progression routes.
  • Collaborative planning documents from relevant groups, settings or partners within your learning community.
  • Samples of learners’ work demonstrating STEM skills including creativity and innovation.
  • Records of learners’ personal achievements in STEM.
  • Photographs or links to videos of learners engaging in STEM-based Learning for Sustainability or outdoor learning activities.

Aspect 3 Collaboration with learning community colleagues is helping us to improve continuity and progression in STEM learning.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • An overview of your STEM curriculum and learner progression routes.
  • Collaborative planning documents from relevant groups, settings or partners within your learning community.
  • Samples of learners’ work demonstrating STEM skills including creativity and innovation.
  • Records of learners’ personal achievements in STEM.
  • Photographs or links to videos of learners engaging in STEM-based Learning for Sustainability or outdoor learning activities.

Aspect 4 We are helping learners develop a belief in their own abilities. The support we provide to learners helps them make informed choices about STEM learning and progression routes.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • An overview of your STEM curriculum and learner progression routes.
  • Collaborative planning documents from relevant groups, settings or partners within your learning community.
  • Samples of learners’ work demonstrating STEM skills including creativity and innovation.
  • Records of learners’ personal achievements in STEM.
  • Photographs or links to videos of learners engaging in STEM-based Learning for Sustainability or outdoor learning activities.

Aspect 5 We encourage all learners to develop a wide range of skills and take account of labour market needs when planning the curriculum to prepare learners for a variety of STEM careers.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • An overview of your STEM curriculum and learner progression routes.
  • Collaborative planning documents from relevant groups, settings or partners within your learning community.
  • Samples of learners’ work demonstrating STEM skills including creativity and innovation.
  • Records of learners’ personal achievements in STEM.
  • Photographs or links to videos of learners engaging in STEM-based Learning for Sustainability or outdoor learning activities.

Aspect 6 All learners across our agency are given opportunities for personal achievement in STEM learning.

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What are our current strengths in this area?

What evidence do we have to support this?

What are our future development targets?

You can use text, photographs, web links and video links to evidence your strengths. You may also use the notes section below each slide to provide a narrative or further explanation where required.

You should outline your future STEM development targets in the notes section of each slide.

  • This element contains six aspects.
  • In order to achieve this element you should provide evidence for at least five of these aspects.
  • The following slides will help you to collate your evidence. You should use one slide for each aspect however you may use a piece of evidence on more than one slide. Please delete any unused slides.
  • You should consider these three questions as part of the self-evaluation and evidence gathering process :

Equity and equality in STEM

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Improvement plans showing an agency-wide approach to tackling stereotypes, unconscious bias and inequity in STEM.
  • Plans showing how learning about equity and equality is being embedded in the curriculum for all learners.
  • Planning documents, resources and or evidence of interventions which tackle preconceptions about career and learning pathways.
  • Tracking data or surveys that show changes in engagement and attitudes or improvements in attainment over time.
  • Evidence of practitioners engaging with professional learning and research.

Aspect 1 We are taking steps to improve gender balance, equality of opportunity, equity, diversity and inclusion through STEM.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Improvement plans showing an agency-wide approach to tackling stereotypes, unconscious bias and inequity in STEM.
  • Plans showing how learning about equity and equality is being embedded in the curriculum for all learners.
  • Planning documents, resources and or evidence of interventions which tackle preconceptions about career and learning pathways.
  • Tracking data or surveys that show changes in engagement and attitudes or improvements in attainment over time.
  • Evidence of practitioners engaging with professional learning and research.

Aspect 2 Sustained action challenges gender stereotypes and addresses practitioners’ own unconscious bias. Our actions and plans are informed by ongoing professional learning relating to equity and equality.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Improvement plans showing an agency-wide approach to tackling stereotypes, unconscious bias and inequity in STEM.
  • Plans showing how learning about equity and equality is being embedded in the curriculum for all learners.
  • Planning documents, resources and or evidence of interventions which tackle preconceptions about career and learning pathways.
  • Tracking data or surveys that show changes in engagement and attitudes or improvements in attainment over time.
  • Evidence of practitioners engaging with professional learning and research.

Aspect 3 All learners across our agency are given opportunities for personal achievement in STEM.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Improvement plans showing an agency-wide approach to tackling stereotypes, unconscious bias and inequity in STEM.
  • Plans showing how learning about equity and equality is being embedded in the curriculum for all learners.
  • Planning documents, resources and or evidence of interventions which tackle preconceptions about career and learning pathways.
  • Tracking data or surveys that show changes in engagement and attitudes or improvements in attainment over time.
  • Evidence of practitioners engaging with professional learning and research.

Aspect 4 Preconceptions about career and learning pathways are being challenged. We actively seek opportunities to celebrate diversity in the STEM workforce.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Improvement plans showing an agency-wide approach to tackling stereotypes, unconscious bias and inequity in STEM.
  • Plans showing how learning about equity and equality is being embedded in the curriculum for all learners.
  • Planning documents, resources and or evidence of interventions which tackle preconceptions about career and learning pathways.
  • Tracking data or surveys that show changes in engagement and attitudes or improvements in attainment over time.
  • Evidence of practitioners engaging with professional learning and research.

Aspect 5 Our achievement tracking processes help us to plan interventions to ensure progress and effective skills development, particularly for learners who face additional barriers.

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Please populate this slide with examples of STEM practice from your setting.

Online video player link

You may wish to include:

  • Improvement plans showing an agency-wide approach to tackling stereotypes, unconscious bias and inequity in STEM.
  • Plans showing how learning about equity and equality is being embedded in the curriculum for all learners.
  • Planning documents, resources and or evidence of interventions which tackle preconceptions about career and learning pathways.
  • Tracking data or surveys that show changes in engagement and attitudes or improvements in attainment over time.
  • Evidence of practitioners engaging with professional learning and research.

Aspect 6 STEM learning has a positive impact on attainment and achievement in literacy, numeracy, health and wellbeing and across STEM curricular areas.

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