Not so long ago it would have seemed almost futuristic to see a class of Year 9 students designing, building and programming a 3D printed prosthetic hand.
But that’s exactly the type of learning students at St Margaret’s are engaged in, as the school focuses on equipping them with the skills required for the future workforce.
The school has adopted a differentiated approach to its STEM curriculum, with a dedicated, stand-alone STEM subject offering equal emphasis on science, technology, engineering and mathematics.
St Margaret’s Manager – STEM Enrichment Programs Chris Farrelly said the school’s STEM elective subject provided a cohesive, project-based learning framework.
“The girls are developing their knowledge and capacity in biology, technology, engineering and coding in a hands-on and applied way.
“Our aim is to develop the students technological and coding literacy, while also equipping them with the necessary critical thinking and problem-solving skills that jobs of the future will command.
“The prosthetic limb project is an excellent example of that,” said Mr Farrelly.
The students began the project by performing a biological dissection and investigating the anatomy of the arm and hand. They then designed their prosthetic using 3D software and conducted a number of test prints on a 3D printer. After printing, the students had the opportunity to revisit their design and make modifications and improvements.
Once the fingers and palms were printed the girls commenced learning circuit design and computer coding. The girls are working towards programming their hand to grasp and pick up an object by the end of the year.
Mr Farrelly said engagement is key to enabling student learning, and engagement flows from a project-based learning approach, where the context is current, real and relevant.
“We find the students are most engaged when the project has a point to it and the girls can see it will have a positive impact on the community.
“The pride shown by students in their achievements in STEM class is marked; there is a real sense of empowerment for the girls, and an appreciation of possible STEM pathways into the future,” said Mr Farrelly.