Exploring the Vision for STEAM Education at LANNA
At LANNA, STEAM education is more than just an academic focus—it is a pathway to empower students as innovative problem-solvers, critical thinkers, and creative collaborators.
In this post, we interview Mr Rassam, LANNA’s Whole School STEAM Coordinator and dive into the school’s vision for STEAM education. From igniting curiosity to nurturing essential 21st-century skills, discover how LANNA’s STEAM programme prepares students to thrive in a rapidly evolving world.
Interview with Mr Rassam, LANNA’s Whole School STEAM Coordinator
What is the vision for STEAM education at LANNA, and how does it align with the school’s overall mission?
“The vision for STEAM education at LANNA is to empower students to become innovative problem-solvers, critical thinkers, and creative collaborators who can thrive in an ever-evolving world. We aim to cultivate a lifelong love of learning and exploration by providing hands-on, inquiry-driven experiences that connect STEAM concepts to real-world challenges and community needs.”
Can you walk us through a typical STEAM project and how it engages students across disciplines?
“STEAM at LANNA encourages students to explore real-world challenges through hands-on, creative projects. For instance, our Year 8 students recently delved into the fascinating world of watercraft design and propulsion. They researched various types of boats, experimented with different materials and construction techniques, and explored diverse propulsion methods, from classic sails to chemical reactions and electric motors. This project not only deepened their understanding of buoyancy, hydrodynamics, and energy transfer but also nurtured their design thinking, problem-solving, and collaboration skills. This is just one example of how LANNA’s STEAM program ignites curiosity, fosters innovation, and equips students with essential skills for the future.”
Could you share a standout moment where a student or group of students excelled in a STEAM project?
“A truly exciting moment in the Year 9 PM2.5 project was when the student team finally completed their first working prototype. After weeks of research, design iterations, and troubleshooting, they successfully integrated the Arduino, sensors, and display to create a functional air quality monitor. Witnessing the device come to life and accurately measure PM2.5 levels in the classroom was a powerful moment for the students. It solidified their understanding of the technology, boosted their confidence as makers, and fueled their motivation to further refine and improve their design. This achievement highlights the iterative nature of the engineering design process and the importance of perseverance in bringing an idea to fruition. It’s inspiring to see our students embrace challenges, collaborate effectively, and ultimately achieve a tangible outcome that has the potential to benefit the entire school community. However, all year groups have experienced something new, ranging from 3D printing design to using a saw, something for everybody.”
How does the STEAM curriculum encourage collaboration between students from different year groups or disciplines?
“LANNA’s STEAM curriculum fosters collaboration across year groups and disciplines. For example, some of our Year 9 students recently applied their design and fabrication skills to assist the Drama department by creating realistic airplane props for their upcoming production. This provided a real-world application for their learning while supporting another department’s creative endeavours. In class, students with different strengths, like coding, design, or building, often work together on projects, learning from each other and leveraging their diverse skills. This teamwork mirrors real-world professional environments and prepares them for future success.”
Thanks for reading!
