Springfield Township SD proposes minor K–2 STEM course realignments emphasizing creation and design thinking
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Summary
The Academic Affairs Committee reviewed proposed K–2 STEM course updates that emphasize hands-on engineering, early coding exposure and cross‑curricular connections to get students from technology consumers to creators.
The Springfield Township School District Academic Affairs Committee on May 27 reviewed proposed updates to the kindergarten through second‑grade STEM course sequence that district staff said are intended to better align instruction with state standards and to emphasize hands‑on design, early coding exposure and integration with language arts content.
District presenters said the K–2 updates keep a progression of skills across grades. Mr. Berger, who represents the Enfield team, described starting students in kindergarten with basic iPad skills and simple directional coding (for example, using “bee‑bot” style robots), then moving in first and second grade toward block coding and some web‑based Python or Java practice depending on activities chosen. He said the aim is to move students from being “consumers” of digital content to “creators” of digital stories and artifacts.
Ms. Durham, an instructional coach who worked with Berger on the revisions, told the committee the curriculum ties STEM tasks to core classroom material (for example CKLA reading lessons) and uses low‑tech materials as well as iPads. Examples cited included bridge‑building challenges using popsicle sticks, tape and paper and use of Kiva planks and Legos. Committee members asked whether the STEM class was solely technology; presenters clarified the K–8 STEM special includes both technology and engineering and blends digital and non‑digital activities.
Committee discussion highlighted two frequent points: (1) the program’s deliberate focus on “growth mindset,” allowing students to make and learn from mistakes, and (2) the cross‑curricular approach, linking STEM activities to CKLA or other classroom texts. Several committee members, including Miss Hubley and Dr. Aberle, expressed support for moving the course overviews forward to the full board with no substantive objections recorded.
The presenters asked the committee for support to roll out the course overviews districtwide; the committee signaled agreement and thanked Mr. Berger and Ms. Durham for preparing the materials.
The district did not present specific new budget requests tied to the K–2 course realignment during this meeting; implementation details and any associated costs were not specified.
