At Stembridge School, students learn not only “behind desks” — we use a variety of engaging educational formats.
Hackathon and Research Challenge
These formats are similar in many ways. The difference is that in a hackathon, students need to create a product or its MVP, while in a challenge, they must prove or disprove a hypothesis.
Students are divided into teams — either by choice or by random selection. Most often, teams are formed from students of different grades, creating mixed-age groups. This allows children to actively develop social interaction and peer-learning skills: older students learn how to teach younger ones, while younger students often learn through observation and imitation. This is a valuable skill that will later be useful when working in any team or professional environment.
Students propose ideas for projects (in the case of a hackathon) or formulate hypotheses. They are not limited in their choice of topics; teachers may only suggest general directions, such as ecology, the surrounding environment, and similar areas.
Students propose ideas for projects (in the case of a hackathon) or formulate hypotheses. They are not limited in their choice of topics; teachers may only suggest general directions, such as ecology, the surrounding environment, and similar areas.
Both challenges and hackathons include a research component. In a challenge, this research is usually more in-depth. However, when creating a project during a hackathon, students also conduct research — for example, by surveying potential users of the product or exploring how their idea can be technically implemented in practice.
The work lasts two to three days, during which students, guided by teachers, go through all stages of research or project design. During this time, they learn design thinking and scientific thinking, and develop analytical and synthetic skills.
The work lasts two to three days, during which students, guided by teachers, go through all stages of research or project design. During this time, they learn design thinking and scientific thinking, and develop analytical and synthetic skills.
At the end of the process, students prepare presentations and defend their projects. In a research challenge, it is important to note that a hypothesis may not be confirmed. This is a very important part of the learning process that students need to experience.
Many children are afraid of making mistakes or being wrong. A format in which a hypothesis turns out to be incorrect helps them overcome this fear and understand that mistakes are a natural and valuable part of learning.
Immersion involves exploring a topic from multiple angles and integrating it with as many subjects as possible. Depending on the goals, programme, and age of the students, topics may vary widely — from travel and the human body to government systems and natural resources.
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THEMEThe topic of the day may be suggested by teachers or students; the scenario or game format can also be developed by learners, though teachers currently guide the educational content. -
TEAMSStudents spend most of the day in mixed-age teams they form themselves and begin working on assigned tasks. -
ARTIFACTSBy completing tasks, students earn artifacts or clues that help them achieve the main goal — for example, collecting parts to build a model. -
ROUTEWe strive to give students responsibility for their education, so often the "immersions" do not have a mandatory, pre-set route. Students can take assignments from any teachers at their discretion. For example, to obtain the same artifact, a team can complete assignments in both history and mathematics, or assignments of different levels are offered — children decide for themselves where their strengths lie and how they can reach the goal. -
PROJECT PRESENTATIONAfter gathering the necessary artifacts or clues, the team creates its model or project. Then the students present their work while students from other teams listen. This is an important part, as children receive information interpreted by other teams, immersing themselves even deeper into the topic. -
REFLECTIONThe work concludes with reflection in each team. During reflection, teachers guide children to analyze their own actions and work rather than evaluating others.
- THEMEThe topic of the day may be suggested by teachers or students; the scenario or game format can also be developed by learners, though teachers currently guide the educational content.
- TEAMSStudents spend most of the day in mixed-age teams they form themselves and begin working on assigned tasks.
- ARTIFACTSBy completing tasks, students earn artifacts or clues that help them achieve the main goal — for example, collecting parts to build a model.
- ROUTEWe strive to give students responsibility for their education, so often the "immersions" do not have a mandatory, pre-set route. Students can take assignments from any teachers at their discretion. For example, to obtain the same artifact, a team can complete assignments in both history and mathematics, or assignments of different levels are offered — children decide for themselves where their strengths lie and how they can reach the goal.
- PROJECT PRESENTATIONAfter gathering the necessary artifacts or clues, the team creates its model or project. Then the students present their work while students from other teams listen. This is an important part, as children receive information interpreted by other teams, immersing themselves even deeper into the topic.
- REFLECTIONThe work concludes with reflection in each team. During reflection, teachers guide children to analyze their own actions and work rather than evaluating others.
- Teamwork skills, developing both social interaction and peer learning
- Overcoming fear of mistakes and building flexibility — during hackathons and challenges, things may not work out as planned, but that’s part of the learning.
- Mixed-age interaction, where younger students learn from older peers, and older students take responsibility in a supportive environment.
- Immersive engagement with a topic, where students apply knowledge immediately.
- Independence — managing time and responsibilities, with teachers as guides rather than controllers.
- Personal expression, where students reveal themselves differently than in routine lessons. This can work through both the novelty effect and the shedding of usual roles and expectations. Furthermore, we strive to provide more freedom and responsibility—which for some will be a gift and an opportunity, while for others, an insurmountable challenge. Due to the extended duration, we can include activities that a child wouldn't typically encounter in a regular lesson, meaning everyone gets a chance to express themselves in a different way.
- Self-discovery — students learn about themselves, their interests, capabilities, intentions, and goals.
- A more holistic understanding of the world, showing how topics are interconnected.
- Increased motivation to learn, as these formats spark curiosity and engagement. Children often become so immersed that they are surprised at how much new knowledge they have gained.
- Teachers and students become co-creators of the educational process, changing how students relate to teachers and subjects.
- Development of presentation and communication skills, as students share and discuss their work.