Congratulations to the 2025 STEMM Educator of the Year (Primary or Secondary School Level) Finalists.

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Australian Science and Mathematics School Interdisciplinary

STEMM Team

Australian Science and Mathematics School
Dr Andrew Stone, Lisa Pope, Marcus Roberts Dr Sam Moyle, Sarah Hollinshead

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The Australian Science and Mathematics School empowers students passionate about STEMM to thrive through a unique educational model grounded in personal relevance, real-world application, and interdisciplinary learning. Students develop personalised portfolios that showcase natural evidence of learning, blending personal, cultural, and social interests with curriculum knowledge across science, mathematics, humanities, and English.

 

At the heart of our approach is a commitment to building essential skills such as agency, self-regulation, and metacognition — capabilities that foster confidence and long-term success in STEMM fields. Learning is deliberately connected across disciplines, encouraging students to think critically and act innovatively in response to complex global challenges.

The impact is enduring. ASMS graduates not only pursue successful STEMM pathways but actively give back — returning as mentors, guest speakers, and contributors to student learning. This powerful alumni network reflects a culture of excellence and collaboration that continues to shape future scientists, engineers, and innovators who will drive progress in our society and economy.

 

STEMpire Team

Nathaneal Scherer, David Chan, Jesse Atkinson

University of South Australia

 

The UniSA Outreach STEMpire Team is reimagining how we inspire the next generation of STEM-skilled problem solvers. The team collaborates with schools, including those in regional, remote and low socioeconomic areas, to immerse students in STEM education, fostering inclusive engagement and highlighting the significance of STEM education in a real-world context.

Annually the team conducts over 5000 in-person interactions with students, complemented by additional online programs, and this number is growing.

Key initiatives include:

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• STEM Showdown: Tailored for year 3 – 6 students, this program features competitive weekly STEM challenges led by UniSA staff in conjunction with local teachers.

• STEMIE: A year-long activity targeting students in years 9 to 11, wherein participants across Australia find solutions to complex real-world STEM industry issues and compete for their spot at the National Final.

• Bookable Programs: For years 2 – 12, these programs, hosted at UniSA campuses, enable teachers to engage their entire classes in hands-on, inquiry-based STEM activities.

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The STEMpire suite of programs builds curiosity and confidence in students while also empowering their teachers. By focussing on real-world problem solving and teamwork, barriers to STEM participation are broken down and the seeds of future STEM careers planted.

Mr Trevor Stephenson

Seymour College

 

Whilst there are a myriad of STEMM achievements that are worthy of discussion, for Trevor Stephenson, his involvement with and development of resources for learning about the Ediacaran fossils is a highlight.

The development of Trevor’s personal and professional knowledge in this area has raised awareness of the scientific and environmental value of the fossils throughout the STEMM and educational communities. The recent discovery of a new species (Quaestio simpsonorum) demonstrates that it is a growth area which continues to develop and evolve. As lead teacher of the SASTA Ediacaran scholarships program, he has supported the Flinders Ranges region of South Australia, and his involvement has backed economic endeavours in the area with the newly opened Nilpena Visitor Centre.

The educational resources he has co-produced and continue to develop, show his ongoing commitment to the Ediacaran story. Trevor firmly believes that education of young people is key in reaching new audiences in schools and the wider community. His work on the fossils is one example, but believes his passion, involvement and willingness to engage in STEMM learning and teaching is significant in promoting accessibility and inclusivity, in a bid to redress any imbalance of underrepresentation and disparity.