STEM Communities
Lead Research Organisation:
Northumbria University
Department Name: Fac of Engineering and Environment
Abstract
The STEM Communities project aims to build a community of family scientists in the Northumberland area by using STFC Science and Technology blended with local heritage. The project targets families with children aged 8-11 from schools in the area local to Woodhorn Mining Museum. These families sit within the STFC Wonder Initiative audience demographic: young people aged 8 to 14 and their families and carers, from the 40% most socio-economically deprived areas of the UK.
The project uses a multi-disciplinary approach to develop and deliver workshops that are tailored to the lived experiences of the children and their families. STFC science and technology and local heritage will be blended to create coherent, compelling, and enjoyable workshops. The project will also work with the family unit. This approach allows for the development of interest and curiosity in STEM topics and encourages participation.
The project will be delivered in four stages. The first two stages will cover the breadth of STFC science and technology supported by STFC scientists and blend these with key topics in local heritage. These workshops will set the stage for further enquiries in stages 3 and 4. These next stages aim to listen, respond, and facilitate the community's emerging interests rather than pre-define them. As the community identifies STEM topics for further enquiry, the delivery team will use their knowledge of STEM fields, existing contacts and networks to make connections and facilitate these further enquiries.
The STEM Communities project aims to empower the community group to make their own decisions, follow their own interests, and explore the science and heritage that matters to them. The project partners will provide support, but the community group will have ownership of the project activities, setting the direction of exploration. The ethos of the project is based on NUSTEM's experience of recent STFC funded community engagement, and the direction of the STFC's Wonder initiative.
The project uses a multi-disciplinary approach to develop and deliver workshops that are tailored to the lived experiences of the children and their families. STFC science and technology and local heritage will be blended to create coherent, compelling, and enjoyable workshops. The project will also work with the family unit. This approach allows for the development of interest and curiosity in STEM topics and encourages participation.
The project will be delivered in four stages. The first two stages will cover the breadth of STFC science and technology supported by STFC scientists and blend these with key topics in local heritage. These workshops will set the stage for further enquiries in stages 3 and 4. These next stages aim to listen, respond, and facilitate the community's emerging interests rather than pre-define them. As the community identifies STEM topics for further enquiry, the delivery team will use their knowledge of STEM fields, existing contacts and networks to make connections and facilitate these further enquiries.
The STEM Communities project aims to empower the community group to make their own decisions, follow their own interests, and explore the science and heritage that matters to them. The project partners will provide support, but the community group will have ownership of the project activities, setting the direction of exploration. The ethos of the project is based on NUSTEM's experience of recent STFC funded community engagement, and the direction of the STFC's Wonder initiative.
Organisations
| Description | Delivery of an Academic Workshop at the Interact Conference Exploring the Research Methods underpinning our project. |
| Geographic Reach | National |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Description | Presentation to the Heritage Forum about the STEM Communities Project |
| Geographic Reach | National |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Description | Mining and Mars Assembly |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | A comprehensive assembly was delivered to participating schools, designed to establish meaningful context for the project and stimulate engagement with subsequent phases. Thematic Framework: Mining and Mars Innovative connection between local mining heritage and space exploration - Utilisation of relatable context to introduce complex scientific concepts - Creation of engaging narrative bridging Earth and planetary science Scientific Foundation - STFC Boulby Laboratory Integration: Highlighted UK's deep underground science facility - Demonstrated real-world applications of physics research in both mining and astrobiology - Introduced students to cutting-edge science happening within their regional context |
| Year(s) Of Engagement Activity | 2025 |
| Description | Mining and Mars class workshop |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | This workshop served as the initial component of our journey toward establishing a sustainable STEM Community. Delivered across partner schools, this foundation activity integrated educational content with deliberate preparation for family participation. Contextualised Learning Framework -Boulby Mine Integration: Utilised local underground laboratory as authentic programming context -Connected regional heritage with cutting-edge science and space exploration concepts -Provided relevant, place-based scenarios for applied coding challenges Technical Skills Development - Robot Coding: Students mastered programming fundamentals through hands-on robotics activities - Applied computational thinking to solve simulated mining and Mars exploration challenges Strategic Preparation for Family Engagement - Students actively designed and planned follow-on activities for family participation - Created ownership of learning through pupil-led planning process - Established children as subject matter experts for upcoming family interactions - Built anticipation for Phase 2 family engagement activities This workshop effectively established the foundation for our engagement model, positioning children as confident STEM practitioners and future guides for their families. By incorporating deliberate planning for subsequent family activities, the workshop created momentum toward increased community participation. |
| Year(s) Of Engagement Activity | 2024,2025 |
| Description | Mining and Mars family workshop |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | This family-centred activity created a bridge between in-school learning and broader community engagement at Woodhorn, specifically designed to encourage participation in Stage 3 activities. The session leveraged children's recently acquired skills from the class workshop, positioning them as educators within their families. - Boulby Mine Scenario: Utilised local underground laboratory as authentic programming challenge - Connected coding concepts to real-world scientific applications - Embedded regional heritage within modern STEM skill development |
| Year(s) Of Engagement Activity | 2024,2025 |
| Description | Stage 4 Community Activities |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Other audiences |
| Results and Impact | Stage 4 of our programme marks a significant evolution in our approach, transitioning from guided activities to community-driven initiatives. This phase empowered participants to shape their own learning experiences through self-selected engagement opportunities: Participant-Directed Literary Engagement Royal Society Book Award Evaluation Community members served on judging panel, developing critical analysis skills Self-Determined Exploration Community-selected field trip designed around participant interests and learning goals This participant-led approach demonstrates the programme's success in building community ownership and sustainable engagement with STEM subjects. |
| Year(s) Of Engagement Activity | 2024,2025 |
| Description | Woodhorn Museum Family Activities |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Other audiences |
| Results and Impact | Community Outreach Beyond School Settings Stage 3 of our program successfully expanded engagement beyond school environments, bringing families to Woodhorn Mining Museum for enriched learning experiences. This phase demonstrated our commitment to inclusive STEM education through the following structured activities: Community-Based Learning Days Dedicated Family Engagement Sessions Tailored activity day for Eastlea community families Specialised program day for Ellington community families Structured Learning Format Morning Orientation Sessions: Introductory activities fostering comfort with scientific concepts Afternoon Discovery Workshops: Hands-on experimentation and deeper exploration Diverse STEM Learning Experiences Particle physics exploration through "Pyramids and Muons" workshop Surface tension and geometry investigation via "Bubbles" activity Environmental science education combining wildlife studies with outdoor recreation Astronomy and space science week Interactive virtual learning through Christmas quiz session Extended Learning Opportunities Educational field excursion to Life Science Centre, reinforcing concepts through professional exhibits This comprehensive approach demonstrates effective utilisation of funding to create sustainable family learning pathways beyond traditional educational environments. |
| Year(s) Of Engagement Activity | 2024,2025 |