The CIBSE Flush Challenge is part of CIBSE’s commitment to nurturing the next generation of engineers and addressing the skills gap in the industry. As part of this initiative, which is partly sponsored by CIBSE Patrons, CIBSE STEM Ambassadors will utilise this innovative game during their educational outreach activities at schools, aiming to spark interest and curiosity about building services engineering among young minds.

Each participating team of pupils will receive a specially curated kit, featuring a 3D-printed model of toilet and pipes. The challenge involves assembling a functional flush system that efficiently uses water to flush a small raisin down the toilet. This engaging activity not only introduces children to the fundamental concepts of building services engineering but also instils the importance of water conservation and environmental responsibility.

Key features of the CIBSE Flush Challenge:

• Hands-on learning: Pupils get hands-on experience in assembling and understanding the mechanics of a flush system, fostering a practical understanding of building services engineering.
• Environmental focus: The challenge emphasises water conservation, promoting awareness about the need to use resources wisely and reduce water consumption.
• STEM engagement: The game is tailored to align with STEM (Science, Technology, Engineering and Mathematics) principles, making it an ideal tool for STEM education initiatives.
• Skills gap addressed: By introducing young minds to the field of building services engineering, CIBSE aims to inspire the engineers of the future, contributing to closing the skills gap in the industry.

Dan Costelloe, CIBSE Chair of the Talent Pipeline and Apprenticeships Panel, expressed his enthusiasm about the CIBSE Flush Challenge, saying: “During the creation of the Flush Challenge we wanted to come up with an activity what would combine building services engineering, sustainability and teamwork. We believe that by making learning fun and interactive, we can capture the imagination of young individuals and show them the exciting possibilities within the world of building services engineering, maybe even inspiring some of them to become our engineers of the future. The CIBSE Flush Challenge not only nurtures essential skills but also infuses a sense of environmental responsibility.”

CIBSE is encouraging schools and educators to participate in this initiative, providing students with a unique and enjoyable introduction to the world of engineering. For more information about the CIBSE Flush Challenge and how to get involved, visit CIBSE Flush Challenge.

The software manufacturer CAD Schroer is a provider of engineering software solutions that are used worldwide in the fields of mechanical and plant engineering and factory design. A specially introduced support programme in the area of education and research provides the next generation of engineers and technicians with very easy and free access to advanced software products. In the areas of process engineering design and 2D or 3D design, the facilities rely on M4 DRAFTING. When it comes to plant engineering, pipeline construction or factory design, M4 PLANT fulfils all the necessary requirements. For non-commercial use, these software packages are available free of charge to educational and research institutions as well as pupils and students.

“We firmly believe that access to high-quality technical tools is a decisive factor in training the engineers of tomorrow,“ says Michael Schroer, Managing Director of CAD Schroer. “With our funding programme, we want to make our contribution and ensure that financial hurdles do not hinder learning progress.“ This is also reflected in the simple application process for licences. Teachers, pupils or students can simply fill out a form on the CAD Schroer website and receive the licences after a short check. Video tutorials and full documentation are available for quick learning of the software.

Many research institutions and universities are also working on commercial projects. As these were excluded from the previous funding programme, CAD Schroer is now offering a solution specifically for commercial research projects. In addition to the current initiative, a permanent discount of 35% on the licence costs is being offered. This discount is designed for educational and research institutions that wish to use M4 PLANT or M4 DRAFTING for commercial projects. In addition to the software licence, the institutions also gain access to full software maintenance, including the entire service package. This option will give institutions a new flexibility that will drive their projects and research forward without restrictions.

Interested institutions, pupils or students can simply request their licences on the CAD Schroer website in the student version section. For larger installations in computer rooms, it is also possible to use network licences. CAD Schroer promotes technical education and research with free CAD software and offers discounts for commercial use.

The International Women’s Day visit saw a group of 30 pupils from Parrs Wood High School meet airport staff in the AeroZone educational facility before taking a tour of the new-look Terminal 2.

More than a dozen colleagues from a wide variety of roles took part in Q&As with the pupils, including women working in airport security, airfield operations, procurement, hospitality and community engagement, in addition to colleagues from partners DHL and Greater Manchester Police.

The pupils also had the chance to explore AeroZone’s interactive education zones and try their hand at some of the jobs they heard about.

In the afternoon, a Terminal 2 tour was led by Jane Daintith, the Head of Terminal Operations, who explained what goes into keeping a busy airport terminal running smoothly and outlined the improvement work taking place as part of the airport’s £1.3bn transformation programme.

Marcella M’Rabety, Head of Education, Skills and Employment, Manchester Airports Group, said: “It was a privilege to welcome Parrs Wood High School pupils to the airport for the day and offer some insight into the wide variety of career opportunities available at a major travel hub such as this one. This is all part of our vision to empower women to seek out the roles and careers that they want to go for, while ensuring that those careers are accessible for all and that we provide a welcoming and inclusive environment.”

This year’s show launch coincides with the beginning of British Science Week and takes pupils on a journey from the depths of the ocean to the far reaches of outer space. Audiences participate in understanding our place in the solar system, how engineering will allow us to explore more of these unchartered areas and the science and technology needed to survive in these extreme environments.

The theatre show culminates in a five metre diameter inflatable model of the Sun next to a marble, as a scale representation of the Earth, to show just how huge the solar system is. These demonstrations bring science concepts to life for the students.

The 2023 schools roadshow kicked off at Court Moor School in Fleet, Hampshire (left) and is set to educate and entertain more than 100,000 pupils across the UK this year. Last October, the team reached the remarkable milestone of engaging with their one millionth pupil.

Paul Jenkins, Head Teacher at Court Moor School, said: “The BAE Systems STEM roadshow is one of the highlights of the year for our students. It manages to inspire them about both their lessons and their life beyond school. It’s particularly of great value to our female students who get to see young, cool and female scientists and engineers which challenges embedded stereotypes and opens their eyes to a world of excitement and possibility. A number of our children walk out of these sessions with a new perspective and start to imagine their future in STEM industries.”

Julian Cracknell, Chief Technology & Information Officer at BAE Systems, added: ‘’There’s never been a more exciting time for young people to be studying STEM subjects. Technology is developing at an unprecedented rate and the next generation of engineers, mathematicians and scientists will be at the forefront of shaping our world for the better. I hope this year’s STEM roadshow inspires our young people to dream big with ambitions such as exploring the solar system, creating pioneering clean energy solutions or developing life-changing medical cures.”

With the current conversion rate from A Level to undergraduate study, around 150,000 girls would need to study A levels in maths or physics (or both), in order to reach the same number of male undergraduates. This is a significant increase of around 115,000 girls compared to current numbers.

The report, which follows International Day of Women and Girls in Science, reveals that 23% of male students who studied A levels in maths or physics, or both, went on to study engineering and technology in higher education. However, just 8% of female students who took the same subject(s) went on to study engineering and technology degrees.

This translates to a stark gender divide, with only 18% of those studying undergraduate degrees in engineering and technology being female, compared to 57% for all degree subjects combined.

Dr Claudia Mollidor, Head of Research and Evaluation at EngineeringUK, comments, “The gender disparity within undergraduate degrees in engineering and technology is really concerning. Given that A levels in maths and physics are often a prerequisite for such degrees, we need to do more to make sure these subjects are attractive and accessible to girls at school. Particularly given we know girls perform as well as boys, or even outperform them, in these subjects.

“Cultivating this interest and appetite at an early stage will be crucial, so that when it comes to selecting GCSEs and A levels, girls are informed and inspired to choose subjects that will allow them to progress into engineering and tech careers.”

The report, which is based on Higher Education Statistics Agency (HESA) data, reveals that of the first-year undergraduates in engineering and technology who had studied both maths and physics at A level, only 22% were female students. However, when looking at these subjects separately, the figures jump to 50% of female students having taken maths only and 31% physics only. This highlights the importance of continuing to move away from the preferred prerequisites for these courses being A levels in both subjects and widening the entry qualifications accepted – in order to address gender imbalances.

“With the UK challenged to meet net zero by 2050, there is an urgent need for more young people to enter into engineering and technology careers. However, at present just 16.5% of the engineering workforce are female,” comments Claudia Mollidor.

“It’s clear the UK will struggle to get on top of its acute skills shortage, if it fails to increase the number of women entering into engineering-related careers. The first step to addressing this is to increase girls’ interest and engagement with science and maths at school.”

More encouragingly, for students with A levels in both maths and physics, engineering and technology is the top higher education study subject of choice. However, there is still a gender imbalance here with 39% of male students choosing the subject vs 29% of female students.

The report – ‘From A levels to engineering: Exploring the gender gap in higher education’ is available to download at https://www.engineeringuk.com/media/318816/a-levels-to-engineering_report_engineeringuk_feb23fv.pdf.

The Fair is the largest celebration of STEM in the UK and is free to attend. Young people will have the opportunity to get involved in hands-on activities and impressive workshops to explore what the world of STEM has to offer.

Over the 3 days, students will get to hear first-hand from real-life scientists and engineers about the endless possibilities and exciting careers in STEM. The Fair will represent the breadth of STEM and STEM careers, with a particular focus on the environment and making the world a better place.

The Big Bang Fair Unlocked session will return for the second year on Wednesday 21 June from 4:30pm to 7:30pm to invite families, home educators and community groups to get involved in the fun.

Schools can register for a space at The Big Bang Fair from January 2023 and in the meantime should sign up to the Big Bang newsletter to be the first to hear about plans as they are announced.

Ahead of last week’s launch in Paisley of UNBOXED: Creativity in the UK ( the free

Can you firstly tell us a bit more about About Us and the event itself?

It’s one of the 10 UNBOXED projects, a celebration of STEAM and of creativity across the UK. We’re bringing poetry and STEM together and showing how they complement each other. It just takes a bit of imagination (and some fantastic technical know-how) to bring these different disciplines together.

In its simplest terms it’s a light show, part of a collaboration between Stemettes, 59 Productions (who create productions like this), and The Poetry Society, who work on poetry and the promotion of poetry. It aims to engage with young people, and engage them with STEM and STEAM. The light show takes you on a 30 million year journey from The Big Bang to us here in Paisley, looking at civilization, what happens with cells and early human life and how we’ve ended up here, looking up at Paisley Abbey and how we all are connected to the universe. Technically we’re all made of star stuff, so that that’s what the whole event is about, it’s a celebration of Paisley and its place in the universe.

We’ve done a lot of work in the community and in local schools in the last couple of months, working through poetry workshops, working through STEM and coding workshops, and so what the children have created is a big part of the light show as well. We’re hearing their poetry and seeing it, we’re seeing the avatars that they’ve created in elements of their animations.

Awe was the key word that we had in mind when we were pulling this together, so that’s in essence what the show is about – awe and bright lights and a celebration of Paisley.

Can you elaborate on the STEAM acronym for those maybe unfamiliar with it?

STEAM stands for science, technology, engineering, arts (and design), and maths – it represents a combination of all those disciplines. You can’t do STEM without art and design, without that creativity and expression. If you look at something like product design, it’s easy to see that the most impactful have that appreciation for the arts. All of them have leant into some of the skill sets that we have in the arts. Indeed, you’re much more likely to win a Nobel Prize in the sciences if you’ve engaged with the arts during your upbringing, which runs counter to the image people maybe have of scientists, that the best scientists have only ever done science and only ever do science. In fact, being able to recognise those softer artistic skill sets, combine them through collaboration and communication, that’s really where we solve problems properly.

So that’s the heart of STEAM and of course this About Us project and the whole of the UNBOXED Learning Programme.

Has asking schools to combine very different disciplines like this been a challenge?

When the proposition is explained clearly, and the benefits of this sort of cross-curricular work are articulated in a way that makes sense for schools, then we find buy-in comes pretty quickly. The resources that we’ve put together as part of this allow teachers to see for themselves how it can work in the classroom and benefit their pupils. Obviously, schools have been through a really tough time during the pandemic, and we’re now approaching exam season and all the stresses and demands that come with that, but fundamentally we’re aiming to build something here for the longer term and we really do hope, through the excitement of events like the light show, that we will inspire the younger generation to take their first steps on this great journey.

You are very passionate about this, where does your inspiration come from?

Creativity inspires me, curiosity about how things work and how the things we build create a legacy long after we’re gone. I took a VCR apart when I was younger, trying to understand how the cassette went into the machine, how the mechanism played the tape – basically breaking things down to understand how they fit together and how, once you understand that, you can solve problems with the knowledge you’ve gained.

Of course, once you talk about solving problems, then you can start working for the greater good – and that inspires me as well, the idea that things don’t always have to be harder, faster, stronger, bigger or whatever as an end in itself, rather that those attributes are really just a means to an end, and that the goal is using all of the resources at our disposal to make life better for all of us.

I’d also like to see us drawing on a much more diverse pool of talent than we do currently, and I’m inspired to realise that goal, because the more diverse the pool, the more diverse the voices we hear and the better the things we create will be.

How do you show children that STEAM is fun and not just “boring” technology?

Children like to play. If you give them the right environment to play and to create, who doesn’t want to express themselves?

Recently we were running a hack on Healthcare and getting young children to build apps. They loved it – I’m thinking of two little girls who spent the weekend building a house app because they had included talking fruit in their app and to them it was the most hilarious thing they’d ever seen. It’s one of those things where you don’t have to force them because they’ve made something, they’ve explored, they’ve played with the technology.

A couple of years ago we did a big data hack using Twitter and it was so interesting to see what interested the young people we had at the hack. One of them was obsessed with Chelsea Football Club and so that was what she dived into, analysing the Twitter feeds of Chelsea players at that point and generating infographics from them. Her little sister was obsessed with Build-a-Bear so she went around and collected some fantastic information on that. There was another girl who wanted to find  out the best member of One Direction.

Everyone has passions. Everyone sees problems that they’re very aware of, and they’re growing up with all of these, and so they’re really, really aware of what needs to be solved. They really care, and so I think it’s being able to show technology in that context, and allow people to get creative.

What age range are you targeting with the resources you mention?

Basically from 4 to 19, the gamut of primary and secondary education.

Knowing what you know about STEM in schools, do you think there’s enough collaboration between these disciplines in mainstream education, or do you think that there could be more focus on collaborating and skill sharing?

There could always be more. Collaboration is one of those things where the more you do, the more you learn, the better you get, so I think there’s definitely more that could be done. I do actually think it’s an interesting one. Teachers are between a rock and a hard place I think on this, because exams are not (for the most part) collaborative. Most SLTs have particular KPIs and metrics they look at to gauge how well their schools are doing, but I think with a bit of imagination these metrics can actually be made to work to provide a more collaborative setting in schools – for example, how can school leaders reward time that’s spent in collaboration? How can they reward this future skills work by teachers which is happening in their schools? Obviously, it does require investment, experimentation, and a little bit of thinking outside the box to give teachers agency to be able to try new things.

I think teachers do want to do this, but at the moment there’s a sense that there’s not enough positive reinforcement and support for those teachers when they do go a little bit outside the box, so we do certainly need more support and buy-in from SLTs to help build these core skills of collaboration – don’t forget, these skills are going to help close up the gaps that have been left by the pandemic and really address many of the issues around wellbeing and lost learning which we’re hearing so much about now.

UNBOXED: Creativity in the UK – funded by all four governments of the UK – is the biggest, most ambitious creative programme ever presented on these shores. The programme offers a once in a lifetime opportunity for pupils aged 4-19, to become immersed in science, technology, engineering, the arts and maths (STEAM), through a range of remarkable projects across the UK and FREE online learning experiences. Explore the free resources today https://unboxed2022.uk/learning-programme

Millions of young people across the UK are set to benefit from a unique schools’ programme that puts creativity and collaboration at the heart of learning based on real-world examples.

UNBOXED: Creativity in the UK is launching the programme designed to inspire young people, aged 4 to 19, with its creative projects showcasing collaborations across science, technology, engineering, arts and mathematics (STEAM).

The UNBOXED projects involve hundreds of events and activities across the UK and online, and cover a range of ideas, including space and science, the environment, growing and sustainability, and history and community. From a bio-diverse forest in a city centre to a North Sea offshore platform transformed into a giant artwork, schools can experience first-hand these creative successes when engineering and design, scientific research and technological innovation, including AR and artistic work, come together.

Designed by educators, teachers, technicians and artists with a wealth of experience in STEAM, this free learning programme from UNBOXED includes engaging and fun lesson plans, worksheets and presentations to stimulate young people’s creative thinking, encourage global citizenship and develop the skills they will need for the future of work. The resources are aligned to the curriculum across all home nations and suitable for enrichment and personal development. The programme is entirely flexible and offers a complete blend of class-based, online, real-world and location-based learning.

Resources currently available are linked to About Us, an immersive journey through 13.8 billion years of our history from the Big Bang to the present day; Our Place in Space, designed by renowned artist and writer Oliver Jeffers, which recreates the solar system as a 10-kilometre trail here on earth and Dreamachine, an artwork you ‘see’ with your eyes closed, which explores the human mind, as part of a massive research project into human perception.

Future resources will be based on StoryTrails, one of the biggest people’s history projects ever undertaken; Dandelion, a Scotland-wide growing project that reimagines the harvest festival for the 21st century; Green Space Dark Skies, which considers the environment and the UK’s beautiful landscapes; PoliNations, which is inspired by the fact that almost 80 per cent of the UK’s plant life originates from overseas; GALWAD: A story from our future, which projects the population into 2052, and SEE MONSTER, a feat of engineering and design that transforms a decommissioned off-shore North Sea platform into a space to playfully explore reflect the great British weather, reuse and sustainability.

According to a recent report from the Policy & Evidence Centre ”The promotion of creativity in educational settings can help young people build entrepreneurial skills and improve their future employability”. The UNBOXED Learning Programme recognises the importance for teachers to provide future skills-based and real-world learning to the classroom and seeks to reinvigorate creativity in every classroom in the UK. It believes creativity – our creativity – has the power to change the world.

Bhav Patel, Year 5 Teacher at West Hill Primary School, Staffordshire, said: “The resources we had from About Us were brilliant. They give children the ability to combine their creativity and science knowledge, through writing a poem based on space. It was so popular we had children asking to stay in rather than go out and play. The free resources are perfect for any teacher to just pick up and build into their lesson planning to increase engagement in the classroom and provide an exciting learning experience.”

UNBOXED: Creativity in the UK is the biggest and most ambitious creative programme ever presented on these shores. It is funded and supported by the four governments of the UK, and is co-commissioned with Belfast City Council, EventScotland and Creative Wales.

Explore the free resources and join the UNBOXED Learning Programme today: unboxed2022.uk/learning-programme

Open to 16-year-old students across the UK, the Scholarship offers a two-year fully funded programme of practical experience across a range of sectors, from marine to civil and aerospace engineering. Through the programme, students get to work alongside and learn from real-life industry experts, such as CrowdStrike, McLaren Racing and the RAF, experiencing what it takes to be a pioneering engineer.

This year, the Arkwright Engineering Scholarship celebrates its 30th anniversary of improving opportunities and raising aspirations for young people in engineering.

Throughout the pandemic, we have witnessed the incredible value of engineers. From engineering firms creating essential PPE, to students like former Arkwright Engineering Scholar, Anoushka Patel, who started a global competition to find tech solutions for the Covid-19 crisis.

Despite the pressing need for talented and diverse engineers, 78 per cent of secondary school aged girls wouldn’t consider becoming an engineer in the future, and research from The Smallpeice Trust found that many parents see engineering as “too academic” for their children.

The Arkwright Engineering Scholarship programme is working to break down the barriers and misconceptions preventing young people, particularly girls and students from underrepresented groups, from engaging with engineering, by providing them with the confidence, skills and real-world learning to thrive in STEM.

Arkwright Engineering Scholars benefit from a range of free enrichment opportunities to help them develop their unique interests, including:

• A £600 financial bonus to fund technical or curriculum-based projects, the purchase of equipment and additional courses
• Professional mentorship and networking opportunities with industry experts, providing practical advice and guidance with technical projects, further study and career pathways
• Nationally recognised Scholarship certification to enhance university and apprenticeship applications
• A £400 donation to schools of successful applicants, which they can utilise for STEM events and resources to benefit students.

The Scholarship encourages students to be creative and ambitious in their online application process, as they demonstrate their passion and engineering knowledge, which culminates in an interview at one of the UK’s leading universities for successful applicants.

Nicholas Field, Arkwright Engineering alumnus and student at the University of St. Andrews, said: “The Arkwright Engineering Scholarship programme provided a fantastic opportunity for me to experience engineering in action and learn from real-life industry experts, from the Nuclear AMRC in Sheffield to the Mondelez factory in Birmingham, where Cadbury chocolate is made. The experience certainly influenced my decision to study Chemistry at university and explore further how the different science and engineering disciplines intersect, to help me determine which specialism I may wish to explore as a future career.”

Dr Kevin P Stenson, CEO of The Smallpeice Trust, said: “It’s an honour to welcome students and schools to apply for the 2022 Arkwright Engineering Scholarship Programme. The 30th anniversary year of the programme provides a timely opportunity to celebrate the industry’s progress and achievements, whilst looking ahead to ways we can support the next generation of engineers and ensure a bright future ahead.

“The Scholarship gives students unique access and insights into the dynamic world of engineering, from working on Typhoon jets, and the coding that enables modern products, to getting stuck into the mechanics of making chocolate. Practical opportunities such as this are key to inspire and nurture young talent and help address the engineering shortage.”

The Arkwright Engineering Scholarship programme is open to all Year 11 students in England and Wales, S4 students in Scotland and Year 12 students in Northern Ireland. If you are a school or student who would like to learn more about the Arkwright Engineering Scholarship programme, please visit: www.arkwright.org.uk

BCA’s Airship Dreams: Escaping Gravity project, delivered in partnership with The Higgins Bedford, provides a great way for schools to link local, social history to the curriculum across a range of STEAM subjects. The Airship Dreams: Escaping Gravity is one of BCA’s projects, which is an immersive artwork exploring Bedford’s airship heritage and it will be on display in The Higgins’ William Harpur Gallery until 28^th November 2021.

There is also a community-curated exhibition which is running in The Higgins’ Connections gallery until March 2022 showcasing a community-sourced display of airship artefacts, stories, inspiration and memorabilia donated by airship enthusiasts from our local area and around the UK.  Artwork from Shortstown Primary School and Bedford College also forms part of this exhibition.

The resources have been developed with Shortstown Primary School and the programme is called the Airship Dreamers Club. The free resources can be used to support curriculum teaching, just for fun, or can be shared with parents for them to engage with their children at home.

They include a Teacher’s guide, and Airship Dreamers Club resource pack, a curriculum map, a series of videos and a reading list.

The airships are a feat of science, engineering and imagination. They are from a different era and they offer so much when it comes to teaching as they fit into science and engineering, art and design, and history. The children of Shortstown Primary School enjoyed messy science experiments, as well as artistic and creative opportunities, such as making their own airship or writing about an imaginary flight on one.

Hannah Pereira, Shortstown Primary Art and Culture teacher said: “We were offered this amazing opportunity to take part in this programme. We were given so many different resources to work with. We had local artists working with the children, we had a science project from a local company. We also worked with historians from the Higgins Museum as well as a storyteller. It was a school wide project with different topics for each year group. It was very exciting and children learned so much as we also learned how proud they are of their heritage.”

For school group booking enquiries to visit and explore Airship Dreams: Escaping Gravity this autumn, please email thehiggins@bedford.gov.uk

Once the children have engaged with a project to make an airship or to write a story about one, their finished work can be shared with BCA and printable certificates can be supplied for the children, or for a small cost, Airship Dreamers badges can be posted out.

To find out more about the free resources please visit www.airshipdreams.com.