Year 9 students participated in two dedicated STEM days as part of an interdisciplinary unit on climate change during January. These days were a cornerstone of the unit’s central theme: “What are the consequences and responsibilities of living in the time of a climate emergency?” By integrating multiple disciplines such as science, design technology (DT), geography, English, food and textiles, and art, the aim was to equip students with the skills and knowledge to address real-world challenges. Through projects like these, The British School of Brussels delivers STEM education through hands-on learning, sustainability projects, and interdisciplinary skills.
Interdisciplinary projects are vital in education as they foster connections across subjects, promoting a deeper understanding of complex global issues, writes Paul Christmas, Department Leader Geography. This approach allows students to develop critical thinking, problem-solving, and collaboration skills essential for tackling modern challenges like climate change. The STEM days exemplified this integration by combining theory and practical application across various fields and inspiring future innovators.
In school, BSB students participated in workshops focused on wind energy, solar power, sustainable food systems, and sustainable fashion solutions. Guided by experts from our DT, science, food and textiles, and art departments, students collaborated to develop sustainable solutions to industry-specific challenges.
The programme also extended beyond the classroom, with students visiting the TECH 2 campus in Genk, renowned for its work on renewable energy and smart city design. There, students engaged in hands-on activities like robotics, programming, and renewable energy integration. They explored how these technologies address city challenges such as safe transport flow, waste management, infrastructure design, and service provision. Immersion in the Dutch-speaking environment also emphasised the importance of language skills in solving global problems, further enriching the experience.
In addition to STEM-focused activities which involve hands-on learning, sustainability projects, and interdisciplinary skills, the climate change unit encompassed other subjects. For example, geography lessons explored the impacts of climate change, supported by expertise from the science and maths departments, which provided insights into the science of climate systems. The English department contributed by teaching students to write in a journalistic style, culminating in National Geographic-style articles. Students developed sensory approaches to writing and empowered local communities by integrating maps and descriptive language that highlighted regional challenges and solutions.
In art, the theme of climate change was explored through creative expression, complementing the broader project focus. The collaborative work emphasised seeing the bigger picture of climate issues, developing communication and teamwork across disciplines.
The unit’s overarching goal was to inspire active engagement with real-world challenges. By setting the context within a smart city, students explored how to solve urban problems related to climate change. This approach empowered them to think critically about their role in driving solutions, influencing their mindset, and encouraging them to envision how they can make a tangible impact.
As the unit progresses, students will go deeper into adaptation and mitigation strategies to combat climate change. The culmination of their work will be showcased in an exhibition, highlighting their innovative solutions, and reflecting their growth as global citizens ready to tackle the climate emergency. The presentation of their work will undoubtedly show that this interdisciplinary initiative deepens students’ understanding of climate change and demonstrates how education can inspire future generations to address pressing global issues through collaboration, critical thinking, and creativity.
Read more about how BSB cultivates environmental responsibility.