STEM

STEM

STEM OVERVIEW

Education for a strong STEM economy is built on strong subject teaching.  Queen Anne’s offers some of the best teaching in the area for the STEM subjects; our students are taught by highly skilled and passionate teachers in all departments.  The number and quality of teachers and lecturers recruited to train to teach STEM subjects plays a significant role in the success of students. As learners progress they require specialist knowledge to challenge them. Within schools and colleges STEM subjects are usually taught individually, providing young people with the benefit of specialist teaching. However the view of STEM that young people experience outside of school is far more complex – with technology and engineering at the fore, drawing on a broad science base and mathematical expertise. We offer this and more.

“Queen Anne’s has had many inspirational speakers over the years who have encouraged me to explore STEM.

My physics teacher in particular inspired me just by sharing her own enthusiasm for science. She goes further into topics at GCSE level, so, instead of simply learning the lifecycle of stars, we went in-depth about what happens if you get near the event horizon of a black hole: spaghettification when the object becomes a long stream of atoms.

I really enjoy science as a subject, and so I applied – and was selected – to go on a STEM tour last Easter, exploring top tech companies and the work they do. This included a trip to NASA where I went to the SETI institute and saw a simulation that was tracking the orbits of the meteor shower around our solar system. We got to see fragments of asteroids!

I found it really important that, only three people out of the 50 employees I met on the STEM tour were women. I felt that I needed to see this and it has motivated me to pursue a somewhat ‘trailblazing career’.”

“In class, it is clear that teachers have a real passion for their subjects and want to share what they find so interesting about them.

Teachers, the computer science department in particular, are great at making us aware of a vast opportunities, such as the CyberFirst courses, IDEA award scheme and the Cyber Security Challenge EPQ, which I plan on doing in the near future.

Learning in an all-girls environment removes that “can’t do” attitude that many girls seem to gain when it comes to STEM subjects, particularly when it comes to things like coding. At Queen Anne’s, I have never been told that I am not capable of doing something, especially not ‘because I am a girl’.

Also, the majority of guest speakers that come to the school are women who have done amazing things within their chosen fields, emphasising that, if we have a passion for something. we really can do anything.”

“During physics class, my teacher always discusses science topics beyond curriculum. I was amazed by the fact that the STEM subjects are all interconnected. Especially when we were learning quantum physics, the concept completely blew my mind.

The theories we learnt are innovative. Although they may not be necessarily true, they cannot be proven wrong through contradictions. Scientists use complex mathematical models to back them up and I found that theoretical physics is the perfect area I want to explore in the future along with abstract mathematics.

As Queen Anne’s is an all-girl-school, female students don’t compare themselves with male students in class and can express their views freely. As there are fewer pre-set expectations that will limit us, we can have as much potential as possible.

Sadhguru once said, ‘considering a human being as a resource is a crime, a human being is a possibility that needs nurturing to unfold’. At Queen Anne’s, we are encouraged to do whatever subjects we are interested in and be gutsy. Why not?”

“Many of the teachers at Queen Anne’s are really passionate about their subjects and so can easily give you extra knowledge around a subject or give you extra material in areas they know you might enjoy.

They also can tell you stories of the time they worked in other areas of STEM before they started teaching, such as the precious metal industry or work in nuclear physics. It inspires me to look into various areas of STEM I wouldn’t have before and shows the diverse nature of the area.

From a young age I loved looking at the stars but I never thought of it as a career I could do until I was part-way through my GCSEs and we got onto the topic of space in physics. The way the topic was taught and the areas my teacher showed me to research by myself really inspired me to look at this as a career that I could enjoy and be good at.

At the start of my A-Level course, my physics teacher also gave me the school telescope that I could take home and fix up, allowing me to read into the various types of telescopes and maybe look at starting my own astronomy club at school.

There are never any limits put on us at Queen Anne’s School and we are pushed to be the best we can be in whatever we choose to do.”