STEM Connections

STEM Connections identifies 3 key aspects of STEM learning that may to be addressed in a unit. These key aspects of learning have been developed in consultation with state and territory STEM educators. They are used to highlight how STEM can be addressed across the learning areas. The 3 interrelated key aspects of STEM are: 

• responding to needs, opportunities or problems
• using STEM practices (ways of thinking, knowing, doing and being)
• designing and producing STEM solutions and/or enterprises. 

Figure 1: STEM Connections unit elements Source: STEM critiquing checklist resource

Introduction

‘STEM’ stands for Science, Technology, Engineering and Mathematics. Under the National STEM School Education Strategy 2016-2026, STEM education refers collectively to the teaching of the disciplines within its umbrella – science, technology, engineering and mathematics – and also to a cross-disciplinary approach to teaching that increases student interest in STEM related fields and improves students’ problem solving and critical analysis skills.

Source: National STEM education resources toolkit- What is STEM? , accessed 4 February 2025.

STEM education enables the transdisciplinary development of transferable knowledge, skills and general capabilities required by most contemporary workplaces. These include modelling and problem-solving; investigation; logical, critical and creative thinking; collaboration; digital and data literacy; innovation and enterprise. These skills will enable students to make informed decisions throughout their lives.

While the focus of this resource is on connections to the STEM disciplines: Science, Technologies, Engineering (Science; Design and Technologies) and Mathematics, there may be opportunities in a STEM unit of work to draw on knowledge and skills from other learning areas such as English, Humanities and Social Sciences (HASS), and The Arts.

Purpose

The purpose of this resource is to:

• guide educators to identify content in the Australian Curriculum that supports students to understand the deep connections between knowledge, understanding and skills in and across the Science, Technologies and Mathematics learning areas
• highlight how engineering is addressed in the Australian Curriculum and how it provides an opportunity for the authentic application of learning from the 3 learning areas. In the Australian Curriculum, engineering is addressed through the Technologies context: Engineering principles and systems in the Design and Technologies subject, in the Mathematics strands of Measurement and Space, and in the Science sub-strand of Physical sciences
• provide a conceptual framework for teachers to design transdisciplinary STEM units that focus on the Australian Curriculum: Science, Technologies and Mathematics
• connect educators to transdisciplinary resources that have been developed to support STEM education
• demonstrate how teachers can provide opportunities to develop STEM practices and dispositions for everyday life and potentially for future STEM careers.

Planning for STEM learning

Select from the following sections for more information and resources to support a deeper understanding of STEM in the Australian Curriculum and planning for STEM learning.