This year marks the 30th anniversary of British Science Week, an annual ten day celebration of all things STEM which this year will take place from 8th-17th March. The Kick Start Grant aims to give schools with children who are underrepresented in STEM subjects the chance to organise a programme of fun and engaging events and help the students discover the joy of science.

The grant, created by the BSA with support from UK Research and Innovation, intends to widen access and participation in STEM subjects by providing the opportunity for inspiration and engagement for children who may otherwise not have the opportunity to take part in science and discover their own passion for the subject.

In previous years, schools have used the grants to explore exciting STEM topics and activities such as a school-wide bridge building competition, hosting local ‘Festival of Science’ events, arranging visits to the London Zoo and Natural History Museum, hosting sensory exploration activities for SEND pupils, and more.

Applicant schools should be committed to breaking down misconceptions in STEM sectors and boosting confidence and enrichment for ethnic minority students or students from disadvantaged backgrounds and the BSA encourages applicants to reflect this in their proposed activities.

Susan Matambanadzo, Education Manager at the British Science Association said: “On the 30th anniversary of British Science Week, we are reminded of the great impacts the STEM sectors have on our society. From spaceships to solar energy to food science, it is important children of all backgrounds have the opportunity to engage with the world through science.

“We are dedicated to ensuring all children, especially those who come from disadvantaged backgrounds or belong to ethnic minority communities, can engage in science learning through enriching projects and activities that help them discover their own love of STEM. Through Kick Start Grants, schools will receive the funding to help break down barriers to access a quality and inspiring science education.”

Kick Start Grants range from £150 or £700 depending on the level of activity or event applying schools plan to host. Any state-funded, non-selective schools or colleges in England, Wales, Scotland and Northern Ireland are invited to apply if they meet at least one of the following criteria:

• Over 30% of pupils eligible for pupil premium or equivalent.
• Over 30% of pupils who are from ethnic minority backgrounds.
• Small school based in a remote and rural location.

Schools that apply for the grants will also be offered the opportunity to join the BSA’s newly launched Engage Teacher Network, a community of 1,500+ teachers who are committed to delivering science engagement activities for all students and who understand the barriers and potential solutions for schools in challenging circumstances. The Engage community encourages all teachers to share ideas, access free resources and apply for grants to help bring science to life for all young people.

Applications for Kick Start Grants close at 11.59pm, Monday 6th November 2023. For more information on Kick Start Grants, or to apply for a grant, please visit: https://www.britishscienceweek.org/grants/

Each year, British Science Week is an opportunity for students and their wider school community to get hands-on with all things science, technology, engineering and maths (STEM) and explore the brilliantly broad range of careers and opportunities in the field.

The grant scheme, run by the British Science Association and funded by UK Research and Innovation, aims to inspire and widen access for children who might not otherwise have the opportunity to take part in science or gain exposure to the sector.

Last year saw schools use their grants in a range of exciting ways, from funding workshops and school trips to Kew Gardens to bringing in external speakers from local universities and businesses such as the University of Hull and Yorkshire Water. The grants also provide schools with additional resources to host STEM-themed competitions and projects; last year the grant enabled one group of Year Seven students to design a wellbeing garden for their whole school to enjoy and another school to grow a ‘spaghetti tower’, to help them understand how energy enables growth.

The grant scheme offers a range of levels to help remove barriers for schools in challenging circumstances, including:

• Kick Start Grant – a grant of £300 for schools to run an activity during British Science Week
• Kick Start Youth Grant – a grant of £150 for students aged 10-19 at school to organise and deliver an activity during British Science Week
• Kick Start More Grant – A grant of £700 for schools to host a science event or activity that involves your students and the local community, for example local businesses and employers
• Combined Kick Start Grant and Youth Grant – A grant of £450 for schools to run an activity during British Science Week and an additional activity organised and delivered by students aged 10-19.

To apply for the grant, schools are encouraged to submit an application for a project that is cross-curricular and challenges science stereotypes which will help engage students who are otherwise underrepresented in STEM. Schools are also invited to use the theme for British Science Week 2023 ‘Connections’ as inspiration for their events.

To be eligible for a grant, schools must meet at least one of the following criteria:

• Over 30 per cent of pupils eligible for pupil premium, early years pupil premium or equivalent.
• Over 30 per cent of pupils who are from minority ethnic backgrounds.
• Be a small school based in a remote and rural location.

The British Science Association is also offering Community Grants of £500 and £1000 to help local community groups run their own projects and activities, in an effort to inspire and expand the number of people who enjoy and take part in science.

The British Science Week 2023 Community Grants and Kick Start Grants are now open for applications. The deadline for submission is midnight 7 November 2022. For full details on eligibility and how to apply, please visit the Kick Start Grants guidelines and 2023 Community Grants guidelines.

Applications will need to be submitted via the British Science Association online forms. Please visit the British Science Week Grants pages to apply.

If successful, the availability of these programmes is likely to be rolled out across Scotland.

CAMHS Service Manager in Grampian, Amanda Farquharson (left of picture) explains: “Existing international research on the effectiveness of internet-delivered interventions for young people who are struggling with their mental health is limited. Our team sees huge potential, particularly in terms of early intervention and helping those around children and young people to gain support and advice, and we are very pleased to be taking part in this trial.”

The programmes are available online, via trusted partner SilverCloud, and include ‘Supporting an Anxious Child’ and ‘Supporting an Anxious Teen.’ These are designed to help any adult who has a caring role, using evidence-based approaches.

For young people themselves, the programmes which are designed for those aged 15+ cover ‘Space from Anxiety’, ‘Space from Low Mood’ and ‘Space from Low Mood and Anxiety’. They are specifically designed to help young people manage and overcome overwhelming feelings of anxiety, worry, panic and low mood.

Paul Toseland (right of picture), cCBT Lead for NHS Grampian, is leading the trial locally. He adds: “While anxiety, worry and panic can play a healthy role in alerting us to problems or challenges, they can easily become overwhelming, ongoing and ultimately debilitating, especially in our busy, constantly connected, modern world. Having space to explore these issues, the causes of them and address them can be hugely beneficial for children and young people.

“We have seen a huge rise in the number of young people coming forward with concerns in recent years and we hope this will help ensure they and their families can access support as quickly as possible.

“I think anyone who is a parent or carer or is involved in supporting young people can relate to the overwhelming feeling of worry we can have when faced with some of the more extreme emotions of children and young people we care so much for. Parents in particular tell us this can feel very isolating and we hope this can go some way towards addressing that, with the benefit of trusted advice and guidance.”

The courses for adults who have a caring role are open to anyone living in Grampian and are accessible by visiting: https://cypgrampian.silvercloudhealth.com/signup/ and using the access code: Grampian

For now, the programmes for young people are only available by referral if a child or young person is being supported by CAMHS. The hope is in the future young people will be able to access these directly through referral from their school or GP.

Queen Margaret Academy has considered all of the main barriers to learning for young people with ADHD and has sought to address them in their everyday practice. This includes giving pupils ample opportunity for movement and exercise, as well as the use of a variety of tactile resources as a tool to support young people in regulating their attention.  A plethora of resources can be found in their ‘Nurture Room’ which is also used to support pupils to regulate their emotions, something which, if not considered, can also be a barrier to learning for those with ADHD. In addition to this, young people at Queen Margaret have also been taught self-soothing strategies such as deep breathing and progressive muscle relaxation as a form of emotional regulation.

Celebrating neurodiversity and de-stigmatising neurodiverse conditions was a key feature of the submission for the award and the team at Queen Margaret Academy have done a wonderful job of this. An inspiring animation, which focuses on the ADHD ‘superpowers’, was created and shared with the young people at the school. These superpowers reflected some of the positive traits of ADHD such as quick-thinking and intuition. As well as this animation, neurodivergent pupils also contributed to a display which explains and celebrates ADHD and stands proudly in the hallway.

In addition, Queen Margaret Academy has provided support and information for parents of neurodiverse pupils in the form of online information sessions. This has enabled parents to learn more about their child’s condition, as well as share their own experiences and knowledge.

Anna Roche, Teacher from Queen Margaret Academy said, “It has been a wonderful experience making the school a more accepting and understanding place for our young people to learn in. The pupils that take part in my ADHD support group have gained confidence in themselves and an insight into their condition that they may never have had. Seeing pupils thrive and having positive conversations with parents due to the work we have done is an honour and a privilege, and the ADHD Foundation have helped with every step of the way.  Queen Margaret Academy is so excited to be the first  secondary school in Scotland to achieve the award and we encourage anyone thinking about it to do it too!”.

Colin Foley, the training director of the ADHD Foundation said, “Working with Queen Margaret Academy has been a pleasure. The team are absolutely dedicated to achieving success for young people with ADHD and they fully deserve this recognition for their achievements. It is my pleasure to say that they are the first secondary in Scotland to achieve this.”

The ADHD Foundation, based in Liverpool, works in partnership with individuals, families, doctors, teachers and other agencies to improving emotional well-being, educational attainment, behaviour and life chances through better understanding and self-management of ADHD, ASD and related learning difficulties.

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

The finals of the Growing Future Assets Investment Competition, which nurtures the next generation of female investment experts, will be held in March, when a total of eight teams compete for the top spots in junior and senior contests.

And this year the competition is tougher than ever with entries up by a record-breaking 300%.

Making it to the last stage in the 16-18 year age group are pupils from: Lochaber High School (Fort William, Inverness-shire); North Berwick High School (East Lothian); St Columba’s High School (Gourock, Inverclyde) and Wellington School (Ayr). In the 13-16 year age group, those in the finals are from: Bishopbriggs Academy (East Dunbartonshire); Craigmount High School (Edinburgh); Deans Community High School (Livingston, West Lothian) and Larbert High School (Falkirk).

Financial educators Future Asset believe that being female should never be a barrier to progressing in a chosen career and the contest introduces senior schoolgirls to potential careers in investment management, demonstrating how working in the sector provides engaging opportunities and can change the world for the better.

During the competition youngsters must prove their ability to spot the next big investment opportunity by researching, analysing and pitching a company they think will be a great long-term prospect.

And teenagers have reacted enthusiastically to the opportunity, despite the challenges of the pandemic, with 62 groups, comprising 240 girls, from all over Scotland taking part.

They have been mentored by investment management professionals offering advice, inspiration and career insights, and supported by teachers who have gone above and beyond in providing extra-curricular activities.

Business Education Teacher Hannah Fox, North Berwick High School (East Lothian) says: “The Growing Assets Investment Competition connects classroom learning to the Investment Industry as the students are able to make use of their learning from Business Management and Economics related subjects.

“The task set makes it abundantly clear what a role in the industry might look like, breaking away from the stereotypical portrayal of the industry in movies. It pushes students out of their comfort zone in areas such as interacting with professionals to ask advice and run ideas past and allows them to experience managing a varied workload as well as the value of team work.

“The enthusiasm from the Future Asset Team and their guest speakers is second to none, as is the support the students receive throughout the competition. The students are very fortunate to be given access to such talented individuals and high-quality resources.”

This year more than 80 investment mentors from 28 firms, including Baillie Gifford, Stewart Investors, Walter Scott and Partners and Rathbone Investment Management, volunteered to counsel the youngsters.

Mentor and investments expert Amanda Forsyth says: “The competition has proved to be a superb exercise, not just in demystifying some elements of the working of the stock market, but also in helping the teams identify skills in themselves, the relevance of which to investment processes might not have been obvious.

“Good communication is crucial in writing research and finding that the ability to construct a flowing argument is something that truly matters was a real breakthrough moment for the members of the team who already enjoy writing. The Growing Future Assets Investment Competition has very obviously unlocked for these young women a plethora of new opportunities – and for me, as their mentor, seeing that happen has been a joy.”

Experts from journalism and business have also advised the teenagers with Executive and Voice Coach Susan Room boosting their skills and confidence with online masterclasses in Mindset, Body Language, Speech and Voice, and author, broadcaster and financial journalist Iona Bain explaining how they can invest their way to a better future.

Now in its second year, the teams have already presented their case in a research report and three-minute elevator pitch. The eight finalists will deliver an extended pitch to judges at the beginning of March with the winners announced on March 2.

The champions will receive: £1000 for the winning senior team and £200-worth of vouchers of the students’ choice for each team member; £800 for the best junior team and £150-worth of vouchers each. Senior and junior runners-up receive £500 and £100 of vouchers and £400 and £75 of vouchers, respectively.

Helen Bradley, Future Asset programme manager, says: “The response to this year’s competition from the youngsters has just been astounding – matched by a fantastic level of commitment from teachers and mentors.

“And the calibre of entries has been so impressive. The judges are going to have a challenging job on their hands determining which teams are the true future stars of the investment industry.”

For more information visit https://www.futureasset.org.uk/

Armstrong, who retired from Education Scotland in April 2021 after a 40-year career across the Scottish education sectors, will take on the role of Programme Validator.

Digital Schools Awards Scotland was established in 2016 in partnership with Education Scotland, HP, Microsoft and Intel, to bring together government bodies and businesses to support the teaching of digital skills in schools. The highly successful initiative has seen more than 77% of secondary schools and 59% of primary schools across Scotland participate, and has recently expanded to include a stand-alone digital wellness initiative which aims to give young people the knowledge and confidence they need to navigate the digital world.

As one of the most experienced educational leaders in Scotland, Armstrong will bring extensive knowledge and wisdom to Digital Schools Awards Scotland, which is set to unveil some major developments, including the roll-out of the programme at a European level.

Armstrong is well placed to guide Digital Schools through this new chapter, having overseen a number of significant innovative programmes while at Education Scotland. During this time, he led Education Scotland’s support for the implementation of the national Digital Learning and Teaching Strategy, and played a key role in initiating and leading the National e-Learning Offer to provide access to high quality learning opportunities during school closures due to Covid-19.

In his new role as Digital Schools Validator, Armstrong’s focus will be on maximising the opportunities offered by digital technology in education, which will also support the implementation of Scotland’s national Digital Learning and Teaching Strategy. He will also work with educational leaders and practitioners to build their confidence and assist them to embed digital skills in their everyday learning, while also guiding them through the programme and advising on areas where progress can be made.

In addition, Armstrong will support the development and implementation of the Digital Schools Awards vision and strategy, helping to shape the programme in line with the inevitable evolutions in digital technology.

At the heart of his vision is a desire to encourage the progressive development of digital skills which will help young people, now and in their future lives and work.

Alan Armstrong said: “During my career, I have seen at first-hand how the advancements in technology have impacted in education and positively changed the way in which our children and young people learn.

“Digital learning in schools is an ever-evolving process, and it is vital that schools are given the support and tools needed to provide all our children and young people with skills they require for a modern world.

“Having watched closely the developments at Digital Schools Awards at national level over recent years, I have seen for myself the fantastic achievements they have made across Scottish schools.

“To date more than 1607 Scottish schools have participated in the programme with hundreds recognised for their commitment to digital excellence. I hope to build upon this success, and drive forward the programme, allowing our team to engage with, guide and support more young people across Scotland.

“I have always been passionate about promoting and extending learning beyond school, enabling practitioners, learners, parents and many others to connect, collaborate and improve learning experiences. My role with Digital Schools gives me the platform to drive forward this vision and I look forward to the challenge.”

Anna Doody, Programme Manager for Digital Schools Awards Scotland, said: “Alan has a wealth of experience in this sector and we are excited to welcome him on board.

“His knowledge and skillset are extremely valuable, and with his guidance and support we will be able to continue growing the programme and facilitating excellent practices in digital learning in schools – something which has never been so important.”

To find out more, schools are encouraged to visit www.digitalschoolsawards.com

Shannon was successful in the Scottish Student Sports (SSS) Inclusive Awards category, which celebrated individuals or clubs that made a significant effort to make their club more accessible and available to everyone.

She was given the award after helping to set-up the ‘Best Foot Forward Rosyth’ club, which gives College students and members of the community a chance to get outside, meet new people and stay active while walking in and around the Rosyth area.

The group is an extension of the Best Foot Forward Dunfermline which has been going for some years, and together with them Shannon created hour long walk routes around Rosyth. Since being established in March this year over 300 people have taken part.

Rather than award medals to each of the awards recipients, SSS have planted a tree with each winners name on it in their grove of trees in the Scottish Highlands as part of our new collaboration with TreesForLife.

Speaking after her award win, Shannon Harris said: “I was absolutely over the moon when I was told I’d won this award. Being a walk leader for the Best Foot Forward group has been so much fun and helps so many people, so to be recognised for this is amazing. Best Foot Forward has done a lot of good work over so many years in Dunfermline & now in Rosyth in making sure that as many people as possible get the chance to socialise and stay active during what’s been a difficult time for all of us.

“I have been on some stunning walks in all kinds of weather since March, and I’m so happy that the hundreds of people who have joined us since then have enjoyed being part of it.

“It is a privilege to be a part of such an amazing group and we aim continue our work over the coming months and look forward to helping people enjoy the great Dunfermline & Rosyth countryside for many years to come.”

Fife College Vice-Principal Dorothee Leslie said: “Huge congratulations to Shannon on winning this fantastic award. At the College we’re looking to do all we can to boost the health and wellbeing of our students, and walking is a great way of doing this.

“There’s never been a more important time to get outside and enjoy the great outdoors and I know Best Foot Forward Rosyth has helped many of our students. This wouldn’t have been possible without Shannon’s drive and determination, and I want to thank her on behalf of everyone who she has helped over the past few months.”

This year’s Growing Future Assets Competition, which aims to introduce senior girls to the world of investment, its impact and range of careers, begins on 6 September when teenagers from all over Scotland will vie to spot the next big investment opportunity.

Financial educators Future Asset are challenging teams of 14-18-year-olds to research, analyse and pitch a company they think will be a great long-term investment.

They will be paired with a mentor from an investment management company who will provide advice, inspiration and career insights, and have the chance to attend online masterclasses as they develop an understanding that good investing focuses on a company’s long-term prospects, profits and sustainability.

They will also be advised by Executive and Voice Coach Susan Room, to help them feel, look and sound more confident and hear from author, broadcaster and financial journalist Iona Bain on how the younger generation can invest their way to a better future.

At the same time they’ll hone transferable skills including research, analysis, communication, numeracy, working with others and presentation skills.

Now in its second year, the competition is divided into a senior contest for years S5 and S6 and a junior challenge for S3 and S4. The teams of three to six girls will present their case in a research report and three-minute elevator pitch by 30 November. The top teams will then deliver an extended pitch to judges at the final in March next year.

At stake is: £1,000 for the winning senior team and £200-worth of vouchers of the students’ choice for each team member; £800 for the best junior team and £150-worth of vouchers each. Senior and junior runners-up will also receive prizes for the school and team members.

Helen Bradley, Future Asset programme manager, says: “Winning is wonderful but the real bonus of this sort of initiative is the wealth of additional skills and experience that it gives these young women and the window it opens onto a career they may never have considered.

“Earlier this year an investment research firm reported that more UK investment funds were run by men called Dave or David than by female managers! Future Asset is aiming to change that and this competition is a tremendous opportunity to open up a new era in female-led investment.

“We’re also very much aware that face-to-face work experience has been off the agenda for the last 18 months so we see this as a valuable chance to bring the world of work into school in a novel way.”

Future Asset believes that being female should never be seen as a barrier to progressing in a chosen career. Their goal is to enable girls in the senior phase of high school to learn how investment can change the world for the better, gain valuable, transferable skills and consider the benefits of possible future careers. They organise conferences and workshops for girls across Scotland. For more information visit https://www.futureasset.org.uk/

Future Asset is sponsored by Baillie Gifford, Stewart Investors and Walter Scott and Partners. They are also backed by Member firms who provide volunteers and mentors, supporting the programme to engage and enthuse girls and increase gender diversity in investment management.