By Rebecca Mack, Head of STEM and Physics Teacher
When people picture STEM (Science, Technology, Engineering and Maths), they often think of gears turning, bridges being built or circuits lighting up. At Loughborough Grammar School, STEM is about more than the mechanics – it’s about curiosity, creativity and collaboration. It’s about boys learning to spot problems, explore ideas, test solutions and explain their reasoning. This approach naturally reflects our values of Scholarship, Innovation, Individual Growth and Social Responsibility, which guide everything we do.
As Head of STEM, my role is to connect the dots between subjects and experiences. I run and support weekly enrichment such as our STEM Club, led this year by a Year 13 mentor. I help coordinate competitions that stretch beyond the curriculum – from CREST Discovery and Bronze Awards in the lower years to international challenges like the Physics Brawl in the Sixth Form – and I plan off-timetable events that run throughout the year.
One example is our Year 8 Mission to Mars Day – an off-timetable event that brings STEM to life beyond the classroom. In a single day, boys test rocket fuel, programme rovers and work out how to feed a colony on another planet. They balance cost, safety and sustainability, discovering how physics, biology, computing and engineering connect in real-world problem-solving.
Challenging our most able students is one of the most rewarding parts of the role. Through national and international competitions, pupils face new challenges that test their resilience and reasoning. This year, six boys achieved Gold in the Physics Olympiad, alongside 18 Silver and 15 Bronze awards. The certificates are something to be proud of, but the real success lies in the way they think – analysing situations, choosing approaches and judging whether their answers make sense.
It’s important to remember though that STEM at LGS is for everyone. Each year group experiences STEM through lessons, clubs and enrichment. DT, Computing, Science and Maths weave shared skills through their curricula and run their own competitions and outreach. Younger boys can join lunchtime clubs such as Beast Club, Coding Club, Aviation Club and Physics Club. As they move up the school, older pupils take the lead – mentoring younger students in clubs or helping to run events. STEM should never feel exclusive or intimidating; every boy has the chance to get involved, discover what interests him and build confidence through a wide range of experiences. We’re also building stronger links with Loughborough University to broaden opportunities further.
Problem-solving sits at the heart of every STEM lesson. Whether in the lab, workshop or classroom, we encourage pupils to pause, plan and reflect before diving in and to think about why something happens, not just how. In physics, for example, understanding a process and judging whether a result makes sense matters far more than simply getting the right number. These habits of thought help boys approach any challenge – scientific or otherwise – with logic, creativity and confidence.
Inclusion is just as central. We make a conscious effort to use varied contexts and examples so every pupil can see themselves in STEM and find relevance in what they’re learning. I’ve recently written about this in Impact, the Chartered College of Teaching’s professional journal, and in the Association for Science Education’s School Science Review, exploring how inclusive teaching and metacognitive approaches can help students understand physics more deeply. The same principles shape our wider STEM work – open, reflective and designed for every learner to thrive.
Looking ahead, we’ll keep building on what’s already working – giving more boys the chance to lead, mentor and find what inspires them. The aim is simple: helping them grow into thoughtful problem-solvers who use what they know to make a difference.
