This article describes the rationale for, and key elements,of a contemporary STEM curriculum for K-12 students, developed in collaboration with the UNESCO International Bureau of Education (IBE) and the Mektebim network of schools in Turkey. The aim of the project was to design a curriculum that would reflect contemporary approaches to Science, Technology, Engineering, and Mathematics (STEM) teaching, learning and assessment, aligned toIBE’s ‘Global ReferenceFramework onFuture Competences1topreparestudents for life in a complex global future.The article explains in detail the structure of the curriculum components, and the way they are intended to work to support teachers to develop classroom practices appropriate for contemporary educational purposes.The curriculum and supportive implementation guidance identifies and coherently alignsa range ofBig Ideas with key STEM practices that relate STEM education to modern world challenges.The Big Ideas are presented as questions, interwoven with important science, technology, engineering and mathematical practices,so that STEM learning systematically and progressively builds a breadth and depth of knowledge, skills, attitudes and values to equip students with the competences they need for further education, careers, and life. Although this curriculum was developed tosupport the Mektebim network of schools in Turkey, it has implications for the designof STEM education globally by providinginsights intothe key challenges and possibilities inherent in the STEM construct.As such, the project outcomes make a valuable contribution to thedevelopment ofrich and relevant disciplinary and transdisciplinary curriculato help address the challenges of the 4thindustrial revolution and the future beyond.
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orcid.org/0000-0003-0161-7240
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