How can school leaders make a real difference in the quality of their school’s STEM learning? 

Professor Kim Beswick joins us to talk about what strong STEM leadership looks like, and the role principals can play building a strong STEM learning culture in the school community. Kim also highlights the barriers schools often encounter, particularly in rural and disadvantaged communities, the influence of teacher expectations on student outcomes, and shares examples of how effective leadership can lift STEM engagement across a whole school.  

Links:  

Principals as STEM Leaders (PASL) 

PASL case studies 

About Professor Kim Beswick 

Professor Kim Beswick is a leading Australian education researcher with a focus on mathematics education and equity in schools. She was a secondary school maths teacher for 13 years, working in rural and regional schools. Her research explores the role that school leadership plays in STEM education, and how teachers’ beliefs can shape classroom practice, especially in disadvantaged communities. 

How can school leaders make a real difference in the quality of&nbsp;their school&rsquo;s&nbsp;STEM learning?&nbsp;
Professor Kim Beswick joins us to talk about what strong STEM leadership looks like, and the role principals can play building a strong STEM learning culture in the school community. Kim also highlights the barriers schools often encounter, particularly in rural and disadvantaged communities, the influence of teacher expectations on student outcomes, and shares examples of how effective leadership can lift STEM engagement across a whole school.&nbsp;&nbsp;
Links:&nbsp;&nbsp;
<a href="https://pasl.asn.au/">Principals as STEM&nbsp;Leaders (PASL)</a>&nbsp;
<a href="https://pasl.asn.au/case-studies">PASL&nbsp;case studies</a>&nbsp;
About Professor Kim Beswick&nbsp;
Professor Kim Beswick&nbsp;is&nbsp;a leading Australian education researcher with a focus on mathematics education and equity in schools. She was a secondary school maths teacher for 13 years, working in rural and regional schools. Her research explores the&nbsp;role that school leadership plays in STEM education, and how teachers&rsquo; beliefs can shape classroom practice, especially in disadvantaged communities.&nbsp;

Get Into STEM is a new podcast supporting Australian educators to engage every student in meaningful STEM learning, regardless of background, ability, or experience.

Join STEM educator, writer, and creative Michelle Hamill in season one as she chats with guests about creating neuro‑affirming STEM classrooms, the role of school leaders in STEM education, citizen science in schools, and the opportunities and resources available across the STEM education landscape.

Get Into STEM is a new podcast supporting Australian educators to engage every student in meaningful STEM learning, regardless of background, ability, or experience.
Join STEM educator, writer, and creative Michelle Hamill in season one as she chats with guests about creating neuro‑affirming STEM classrooms, the role of school leaders in STEM education, citizen science in schools, and the opportunities and resources available across the STEM education landscape.

Get into STEM 

Conversations supporting Australian educators to engage every student in STEM learning, regardless of background, ability, or experience. Each episode explores practical teaching strategies, expert insights, and real classroom success stories. We feature diverse voices from across Australian STEM education and unpack a new topic each episode. STEM thrives on diversity, and all students benefit from STEM learning. Subscribe to the show, and let’s Get into STEM.

Conversations supporting Australian educators to engage every student in STEM learning, regardless of background, ability, or experience. Each episode explores practical teaching strategies, expert insights, and real classroom success stories. We feature diverse voices from across Australian STEM education and unpack a new topic each episode. STEM thrives on diversity, and all students benefit from STEM learning. Subscribe to the show, and let&rsquo;s Get into STEM.

Get into STEM

Strengthening STEM through school leadership with Professor Kim Beswick

How do we connect what students learn in the classroom with what STEM looks like in the real world? 

We explore the CSIRO’s STEM Professionals in Schools program with Martin Jellinek, unpacking how the program helps bridge the gap between classroom teaching and STEM industry practice. We discuss the program’s structure, the flexible supports available to schools, and the powerful role that STEM role models can play in engaging students in STEM pathways. Martin also highlights the rich possibilities that co-designing with industry experts can offer, particularly for teachers working out of field. 

We’re then joined by primary school teacher Sarah Todd, who shares her experience bringing STEM professionals into her school and how these partnerships have strengthened her own teaching. We look at the impact of student-led STEM projects, as she tells us about how her students’ bandicoot-monitoring project led to real change in their local community. 

Links: 

https://www.csiro.au/en/education/Programs/STEM-Professionals-in-Schools-Program 

About Martin Jellinek  

Martin Jellinek is an experienced STEM educator and curriculum leader who now works with CSIRO’s STEM Professionals in Schools program. He draws on his extensive background in teaching and STEM leadership to help build meaningful partnerships between Australian educators and industry professionals. 

About Sarah Todd 

Sarah Todd is a primary school teacher and science specialist from a South Australian public school and a longtime participant in the STEM Professionals in Schools program. She takes a hands-on, inquiry-driven approach to environmental education, with a particular passion for biodiversity projects and connecting students with the natural world. A 2025 SASTA Honour Award recipient and winner of the 2023 SASTA Outstanding Contribution to the Teaching of Science Award, Sarah is recognised for inspiring authentic STEM learning that empowers students to make real change in their local community. 

How do we connect what students learn in the classroom with what STEM looks like in the real world?&nbsp;
We explore the CSIRO&rsquo;s STEM Professionals in Schools program with Martin Jellinek, unpacking how the program helps bridge the gap between classroom teaching and STEM industry practice. We discuss the program&rsquo;s structure, the flexible supports available to schools, and the powerful role that STEM role models can play in engaging students in STEM pathways. Martin also highlights the rich possibilities that co-designing with industry experts can offer, particularly for teachers working out of field.&nbsp;
We&rsquo;re&nbsp;then joined by&nbsp;primary&nbsp;school&nbsp;teacher Sarah Todd, who shares her experience&nbsp;bringing STEM professionals into her school&nbsp;and&nbsp;how these partnerships have strengthened her&nbsp;own&nbsp;teaching.&nbsp;We look&nbsp;at the impact of student-led STEM projects, as she&nbsp;tells us&nbsp;about how&nbsp;her students&rsquo; bandicoot-monitoring project&nbsp;led&nbsp;to&nbsp;real change in their local community.&nbsp;
Links:&nbsp;
<a href="https://www.csiro.au/en/education/Programs/STEM-Professionals-in-Schools-Program">https://www.csiro.au/en/education/Programs/STEM-Professionals-in-Schools-Program</a>&nbsp;
About&nbsp;Martin Jellinek &nbsp;
Martin Jellinek is an experienced STEM educator and curriculum leader who now works with CSIRO&rsquo;s STEM Professionals in Schools program. He draws on his extensive background in teaching and STEM leadership to help build meaningful partnerships between&nbsp;Australian&nbsp;educators and industry professionals.&nbsp;
About&nbsp;Sarah Todd&nbsp;
Sarah Todd is a primary school teacher and science specialist from a South Australian public school and a longtime participant in the STEM Professionals in Schools program. She&nbsp;takes&nbsp;a&nbsp;hands-on, inquiry-driven approach to environmental education, with a particular passion for biodiversity projects&nbsp;and connecting students with the natural world. A&nbsp;2025 SASTA Honour Award recipient&nbsp;and winner of the&nbsp;2023 SASTA Outstanding Contribution to the Teaching of Science Award, Sarah is recognised for inspiring authentic STEM learning that empowers students to make real change in their local community.&nbsp;

CSIRO's STEM professionals in schools with Martin Jellinek and Sarah Todd

What is transdisciplinary STEM learning and how do we make it work in an Australian classroom?  

ACARA curriculum specialist Melanie Hughes unpacks the Australian Curriculum STEM Connections resource and explores how it supports teachers to bring real-world STEM learning into the classroom and the curriculum. We look at the purpose behind the Curriculum connections, the growing need to teach concepts that sit beyond traditional subject boundaries, and how context-rich STEM learning can both lift student engagement and strengthen learning outcomes.  

Links:  

https://www.australiancurriculum.edu.au/resources/stem-connections  

About Melanie Hughes:  

Melanie Hughes is a curriculum specialist at ACARA, where she leads the Australian Curriculum: Technologies and the General Capability: Digital Literacy. She has extensive experience across primary and secondary education in both the public and independent sectors and has contributed to major technologies focused cross-sector projects in education. Her professional areas of interest span STEM and STEAM,  AI, immersive VR/AR, game-based learning, circular design and media literacy.  

What is&nbsp;transdisciplinary&nbsp;STEM&nbsp;learning and how do we make it work in an Australian classroom? &nbsp;
ACARA curriculum specialist Melanie Hughes&nbsp;unpacks&nbsp;the Australian Curriculum STEM Connections&nbsp;resource and explores how it supports teachers to bring real-world STEM learning into the classroom and the curriculum.&nbsp;We look at&nbsp;the purpose behind&nbsp;the&nbsp;Curriculum&nbsp;connections, the growing need to teach concepts that sit beyond traditional subject boundaries, and how context-rich STEM learning can both lift student engagement and strengthen learning outcomes. &nbsp;
Links: &nbsp;
<a href="https://www.australiancurriculum.edu.au/resources/stem-connections">https://www.australiancurriculum.edu.au/resources/stem-connections</a> &nbsp;
About Melanie Hughes: &nbsp;
Melanie Hughes is a curriculum specialist at ACARA, where she leads the Australian Curriculum: Technologies and the General Capability: Digital Literacy.&nbsp;She has extensive experience across primary and secondary education in both&nbsp;the&nbsp;public and independent sectors&nbsp;and&nbsp;has contributed to major&nbsp;technologies&nbsp;focused&nbsp;cross-sector projects in education.&nbsp;Her professional areas of interest span STEM and&nbsp;STEAM,&nbsp; AI, immersive VR/AR, game-based learning, circular&nbsp;design&nbsp;and media literacy. &nbsp;

Exploring ACARA’s STEM Connections with Melanie Hughes

How do we create a STEM classroom that supports all learners? 

We speak with Dr Matthew Harrison about the challenges neurodivergent students can encounter in STEM learning environments, and the practical, achievable adjustments teachers can make to build more neuro-affirming classrooms.  

Matthew also shares insights from the Next Level Collaboration project, showing how cooperative video games can build social confidence for neurodivergent students while also strengthening confidence and connection in STEM classrooms. 

About Associate Professor Matthew Harrison 

Associate Professor Matthew Harrison is a teacher and researcher whose work focuses on neurodiversity, inclusion, and how digital technology can help students learn and connect. He has taught in Australia, South Korea and the UK, and now leads Autism Intervention teaching at the University of Melbourne. Matthew’s love of gaming inspired his PhD research on how cooperative video games can build social skills and led him to co-found Next Level Collaboration.  

Related links: 

https://nextlevelcollaboration.com/  

How do we create a STEM classroom that supports&nbsp;all learners?&nbsp;
We speak with Dr Matthew Harrison about the challenges neurodivergent students can&nbsp;encounter&nbsp;in STEM learning environments, and the practical, achievable adjustments teachers can make to build more neuro-affirming classrooms.&nbsp;&nbsp;
Matthew also shares insights from the&nbsp;<a href="https://nextlevelcollaboration.com/">Next Level Collaboration</a>&nbsp;project,&nbsp;showing how cooperative video games can build social confidence for neurodivergent students while also strengthening confidence and connection in STEM classrooms.&nbsp;
About Associate Professor&nbsp;Matthew Harrison&nbsp;
<a href="https://findanexpert.unimelb.edu.au/profile/731044-matt-harrison">Associate Professor Matthew Harrison</a>&nbsp;is a teacher and researcher whose work focuses on neurodiversity, inclusion, and how digital technology can help students learn and connect. He has taught in Australia, South&nbsp;Korea&nbsp;and the UK, and now leads Autism Intervention teaching at the University of Melbourne. Matthew&rsquo;s love of gaming inspired his PhD research on how cooperative video games can build social skills and led him to co-found&nbsp;Next Level Collaboration.&nbsp;&nbsp;
Related links:&nbsp;
<a href="https://nextlevelcollaboration.com/">https://nextlevelcollaboration.com/</a>&nbsp;&nbsp;

Strengthening STEM through school leadership with Professor Kim Beswick

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