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Spring Edition 2016

WELCOMEDear STEM Educators, Ambassadors, Enthusiasts

Welcome to our Spring term edition of Inside STEM

We hope you all had a STEMtastic Christmas and New Year. This season we have more fascinating and diverse stories about how STEM Ambassadors in the North East are communicating their passion and knowledge of STEM topics to pupils in both secondary and primary schools as well as some case studies from teachers who have had the support of STEM Ambassadors to deliver the Curriculum for Excellence.

This term, Lucy and Jess will be driving around the North East of Scotland visiting more Secondary schools, meeting with teachers of STEM subjects to find out how STEM Ambassadors can continue to offer their invaluable support. If you would like to arrange a meeting for your STEM department please get in touch.

You can contact us at ambassadors@dundeesciencecentre.org.uk or by calling 01382 868610.

You can also follow us on twitter @dundeestemlearn for all our latest updates! Share your STEM events and what you get up to at work – bonus points for including your STEM badge in any photos.

http://dundeesciencecentrelearningteameventbrite.com/

Following the success of our STEM in Context Networking events last year, we are planning our upcoming events for the new term. These events are an excellent opportunity for STEM Ambassadors and local teachers to meet, plan activities and find out more about STEM Challenges and Schemes you can get in involved with...whilst enjoying a hot drink and buffet.

Dr Fergus McKiddie, a Medical Physicist, was just one of the many STEM Ambassadors who attended our event in Montrose in October. Fergus delivered a short presentation about his work to the audience and discussed how he can support teachers. Since attending the networking event, Fergus has made links with STEM Departments at Arbroath High & Academy and will be delivering careers talks for their pupils and is scheduled to participate at a careers event at Monifieth High in February.

“Probably the most interesting thing …has been with Tom Davidson at Arbroath Academy. He was mentioning that pupils could understand the concept of 2D X-rays but that they had trouble grasping the idea that 3D imaging techniques such as CT and MRI are just stacks of 2D slices through the patient. I sent him a set of anonymised normal brain MRI images which were in 3mm thick slices and he has got one of the technical teachers to laser cut this into a 3mm thick perspex sheet. You can see an example slice in the photo (right). Once they've cut them all this will build up into a 23 slice stack which will cover the whole brain.

I'm really impressed with the quality of the cutting that they've been able to achieve and I think it'll be a great way of illustrating the concept to the kids.”

STEM in Context: Spring dates confirmed!

These events will include an opportunity to take part in the STEMNET Extension Training for STEM Ambassadors. This includes the chance to develop your ideas and new resources alongside teachers, while improving your confidence in communicating to pupils.

To sign up to any of these events, please visit:www.dundeesciencecentrestemlearningteam.eventbrite.com

People Like me Campaign!We’ll soon be hosting a training event in partnership with WISE, for the People Like Me campaign. If this is something you’d like to attend – send us an email and we’ll get in touch with details as soon as training sessions are organised. If you’re a school wishing to host this training event – let us know and we’ll see if we could bring it to you!

http://www.wisecampaign.org.uk/about-us/wise-projects/people-like-me

Scottish Education AwardsDo you know an inspiring teacher or school? Nominate them for the Scottish Education Awards 2016. Closing date 15 February 2016 – nomination is quick and easy.

http://www.scottisheducationawards.org.uk

Opportunities for schools and ambassadors

I'm a Scientist, Get me out of here — 7–18 March

imascientist.org.ukTeacher registration deadline: Before 1 FebruaryScientist registration deadline: 24 JanuaryMore info and zone list: imascientist.org.uk/2016/01/march-2016-zones

I'm an Engineer, Get me out of here — 7–18 March

imanengineer.org.ukTeacher registration deadline: Before 1 FebruaryEngineer registration deadline: 24 JanuaryMore info and zone list: imanengineer.org.uk/2016/01/march-2016-zones

imascientist.org.ukTeacher registration deadline: 25 AprilScientist registration deadline: 25 AprilZones: TBC

imanengineer.org.ukTeacher registration deadline: 25 AprilEngineer registration deadline: 25 AprilZones: TBC

Do you have pupils applying for a science degree, or interested to find out more. Medical Research Scotland are hosting a very special “Meet the Researcher” showcase at Dundee Science Centre on Wednesday 9 March, 2016 – a not-to-be-missed event for anyone considering a career in the sciences.

This ever popular event allows 5th and 6th year pupils to explore the diverse range of medical research careers, meet experts to hear their stories first hand and enjoy interactive displays.

A number of topics will be featured on the day, including molecular biology, cell biology, biomedical engineering, physics, neuroscience, chemistry, immunology, cancer biology and clinical research.

There is a choice of two sessions – 9.40am to 12.30pm or 1pm to 3.30pm. To find out more or to register for the event, please email Dr Alex Graham (Medical Research Scotland’s Scientific Adviser) at alex.graham@medicalreseachscotland.org by 5 February 2016.

A teacher or authorised person is required to accompany the pupils. Included in the booking is the freedom to enjoy all exhibits at Dundee Science Centre. All pupils will receive a Certificate of Attendance from Medical Research Scotland.

Teachers – request a STEM AmbassadorAre you looking for the support of a local STEM Ambassador? Or perhaps you’re wondering if other teachers within your workplace are involved in the scheme – let us know and we can put you in touch! Things that might be of particular interest right now include:

• careers fairs

• provide technical advice or practical support to STEM projects in the classroom

• support projects in school STEM Clubs – including coding, eco, engineering and maths clubs

• judge school STEM competitions

• contacts for work experience placements

• speed networking with pupils, parents and teachers

• devise or deliver practical STEM experiments or demonstrations

• help students with mock job interviews

• mentors for Advanced Higher Projects and Baccalaureate entries

STEM Ambassadors can support in person with a visit, or remotely via email and we currently have over 600 in the North East Scotland region, so the chances are that the expertise you are looking for is represented! Make your request via the website, or send us a quick email with the details of your activity or topic.

db.stemnet.org.uk/requests/add

STEM Ambassadors – sign up to an activityAre you looking to sign up for your first STEM Ambassador activity? Had a fantastic time delivering an activity at a school recently and want to sign up for more? Simply login to your account at www.stemnet.org.uk and click on “Search STEM Ambassador activities”. If you find something, click on “express interest” and a member of the STEM Learning team will get in touch to provide you with further details and contact information for the school.

If you would like more information about the Curriculum for Excellence or to discuss the curriculum in more detail to find out where your area of expertise could best be utilised to support teachers, please get in touch for a chat.

What inspired you to become a STEM Ambassador?

I actually first considered becoming a STEM Ambassador during my final year of University. One of my colleagues in GE at the time who was a few years into their graduate programme made me aware of it as a potential option which would be really beneficial for the completion of the Monitored Professional Development Scheme programme in order to gain Chartered Engineer's status. I did some research into becoming a STEM Ambassador and found it to be very accommodating and extremely flexible around work commitments and what the individual ambassadors fancied doing. I had strong links with my old high school and saw this as an excellent opportunity to offer them something back.

When did you first realise you wanted to pursue a degree/career in STEM?

I was never that practical when I was growing up. I wasn't the kid who spent all summer underneath the car, however I always particularly enjoyed Physics at school and in general. It took me until I was in 5th year of school to really be sure I was making the right choice pursuing Engineering over my second choice Business. I saw Engineering as a really employable way to still keep in touch with my love of Physics plus, living in Aberdeen, I was constantly exposed to the Oil & Gas sector which fascinated me growing up.

Do you feel anyone had a particular influence on your decision to pursue a degree/career in STEM?

Absolutely my Dad (and he'd hate me for saying that but it's true). He's worked offshore all my life and it's not always been the easiest - particularly when I was much younger and he wouldn't always be home for Christmas - but it has meant that I've always had an insight into the Oil & Gas sector directly through him and also a lot of his friends and colleagues. I was able to ask them all about their work and the challenges they faced day-to-day. That's what really sparked my interest in an Engineering career and I have also been lucky enough, living in Aberdeen growing up, to have the industry directly on my doorstep. Choosing a University in Aberdeen (particularly The Robert Gordon University with its fantastic industry links) also helped cement my love for Engineering and helped get me started gaining meaningful Engineering experiences of my own.

What have been your highlights so far whilst participating in the STEM Ambassador programme?

I recently ran two hour-long sessions back at my old high school for senior pupils in various stages of their UCAS applications to University. I ran the sessions in a very relaxed manner and encouraged the pupils to contribute themselves and try and get the most out of the limited time I had that day. Having recently graduated from University, I felt I was in a great position to answer questions and give advice regarding University life, pursuing a STEM career and also, in some cases, regarding first career steps looking further ahead. The feedback I've re-ceived over these sessions and how useful the pupils and staff felt they were has been fantastic. It was so rewarding to be able to help some of these young pupils with such a huge choice. I found it a very daunting thing at that age, having to decide what it was I'd be doing for the next 4 or 5 (minimum) years of my life, so it was great to be able to offer something to others in that position now from the other side.

Why do you feel the STEM Ambassador programme is important?

I really do think that it's quite a daunting and sometimes difficult choice to decide how to start off your University career. At that stage I think having someone who's been there and done it (often very recently) is a great resource to be able to utilise. Someone who they don't see every day who they can objectively ask questions to is a great thing. If that makes their decision even slightly easier then that's a great thing to be a part of. It was certainly more rewarding than I even thought it would be and I am determined to keep my link with the school intact despite a coming change of geographic location.

Gavin has returned several times to support his former school, Mearns Academy, laurencekirk. He intends to continue this support into the future, in addition to an upcoming move abroad! Thank you for your efforts so far Gavin – it’s greatly appreciated by the school and our team here in Dundee.

Meet the STEMGavin Stonebanks, Graduate Engineer/Technologist - Subsea Engineering at GE Oil & Gas, Aberdeen

Ambassador

Scott Palmer, PhD student in Bio-Photonics at University of Dundee

What inspired you to become a STEM Ambassador?

I first got involved with Dundee STEMNET by helping out a friend who was a science communicator at Dundee Science Centre. I really enjoyed seeing the activities being delivered and how well everyone responded to the events, so decided to sign up to be a full STEM ambassador.

When did you first realise you wanted to pursue a degree/career in STEM?

I first realised during 5th year at high school that I was really interested in cell and molecular biology, particularly in how genetic changes can cause a range of different diseases. At that point I had a lot of different ideas about what I wanted to be, but I thought pursuing molecular biology would allow me to study something that fascinated me and also could make a difference to people’s lives.

Do you feel anyone had a particular influence on your decision to pursue a degree/career in STEM?

Growing up, my parents were a huge influence on me: they were both really interested in helping others and in how things work. My mum was involved in a lot of charity work and my dad came from a science background. This definitely influenced me to pursue a career where I could solve problems and help people.

What have been your highlights so far whilst participating in the STEM Ambassador programme?

My biggest highlight so far has been getting involved with the “create and inspire” programme with Dundee Science Centre to develop outreach activities based on my research in medical technology. This gave me a great opportunity to interact with the public using games about cancer diagnosis and therapy, including developing a computer game. Participants seemed to really enjoy and learn from the experience, and it helped me develop a better understanding of my own work in context.

Why do you feel the STEM ambassador programme is important?

The STEM programme is incredibly valuable to provide a link between learners and people in the field. I genuinely feel the hands-on activities I have delivered so far have given children and families the opportunity to better understand contemporary research. My involvement has also given me the opportunity to meet a load of really interesting ambassadors in other fields.

Scott has already been involved in several events during his first few months as a STEM Ambassador, including careers fairs and curriculum support for teachers. Thank you for being so keen Scott!

Meet the STEMAmbassador

What inspired you to become a STEM Ambassador?

I love science and maths. When I was at secondary school, I really enjoyed the technical subjects but was completely clueless as to what I could do with them. Latterly, I was studying maths, chemistry and physics. One or two people said to me ‘oh, so are you going to be an engineer?’ – I had no real concept of what that meant. I wanted to become a STEM Ambassador to help the younger generation understand the field of opportunities that can become available if you study the STEM subjects. Although the balance is continuously improving, I still think energy needs to be put behind females choosing technical subjects to study after school. Shell runs a ‘Girls in Energy’ scheme and it always surprises me when I hear that they initially thought ‘engineer’ meant working in a boiler suit.

What have been the highlights so far?

My highlight so far was the first event I did, which was the ‘SCDI Young Engineers and Science Clubs North East Regional Competition’. The teenagers that were at the event attended out of choice because they had an interest in science. I was really inspired by how motivated and educated the different groups were. Their method of arriving at solutions was really refreshing and it was fun watching the excitement when challenges were cracked. This inspired me to get more involved with STEM events.

Why do you feel the STEM Ambassador programme is important?

I think there can be a stigma around it not being ‘cool’ to enjoy science and math subjects at school. I think the events run by STEM help combat this. I think it is really crucial to demonstrate that a career as an engineer or in a technical role can be fun, challenging and rewarding. At school, when you’re studying, it is hard to know the practical aspects of what you’re learning. The events I’ve been involved in so far help the students to realise the practicality that can be applied to the problem solving.

Tell us about your recent Education Day event at Offshore Europe you were involved with

The final day at Offshore Europe was focussed on education for secondary school aged students. The focus of the Shell stand for the day was ‘Alternative Energy’. The students were introduced to the energy challenge that we face globally as the population increases, countries become more developed and energy supplies won’t be sufficient. They were asked what they can do to help the energy challenge. Most schools mentioned turning off lights, avoid using the car etc. It was then framed to have them think about becoming an engineer and working in the industry to develop new ideas and technologies. They were set a 10 minute challenge to build a model kit car that was powered by a salt water solution. The winner was the first car built and round the race track. There was also a winner for best design. The kit car came with instructions and we were there to help as ‘car engineers’. It was such a fun way to promote alternative energy and have a practical challenge to get everyone involved.

Helen is one of many STEM Ambassadors working with Shell and has contributed to a variety of different events and activities – what a star! Her highlight supporting the regional Young Engineer and Science Clubs competition is something which takes place each year both locally and nationally: http://www.yecscotland.co.uk

Meet the STEMHelen Clunas, Process Engineer at Shell, Aberdeen

Ambassador

Meet the STEMPenny Lockwood, Technician & STEM Club Leader, Dyce Academy

Dyce Academy STEM club feels very privileged this year to have secured the services of four STEM ambassadors. Two of whom are helping with the main STEM club and two who are helping with the redesign of the Rampaging Chariots (2015 Scottish Robot Games) Challenge. We caught up with Penny, leader of the STEM Club to find out how the STEM Ambassador programme has supported her and her pupils throughout the last year.

What is your role at Dyce Academy?

I am the sole Science Technician. I have also recently taken over the reprographics in the school due to a retirement.

What were your motivations for setting up a STEM Club?

I wandered into a classroom one lunchtime nearly 3 years ago and was invited to join the small (4 pupils) and newly formed STEM club. Unfortunately the teacher running the club left at the end of the year so it seemed natural for me to take over as all the teachers were very busy. I have grown the club to twenty members with an off-shoot for the Rampaging Chariots held on another day. I think I enjoy it as much as the children do! It allows me to get to know some of the pupils better and to see the look of motivation and enjoyment on their faces is wonderful.

How do you feel you have benefited from the support of the STEM Ambassador programme?

As a science technician I feel I am more of a facilitator for the club than anything else. I really depend on the STEM ambas-sadors to bring their knowledge and real-world experience into the mix. This gives the projects we do more credibility with the pupils as they can see the links to potential future careers and get a feel for how it might feel to do the job. The STEM Ambassadors’ knowledge also expands the parameters of the project and allows us to explore the themes in greater depth. I think the ambassadors turn the projects into something real rather than just interesting school activities.

What has been the highlight of running the STEM club so far?

I think it was going to Edinburgh and Glasgow in June last year with some of the pupils to compete against lots of other schools. Glasgow for the STEM Celebration (SCDI Young Engineer and Science Clubs) and Edinburgh for the Rampaging Chariots competition. Whenever it is mentioned their eyes light up and they say what a brilliant time they had. It makes all their work (and mine) worth it!

Do you feel that your pupils have become more engaged with STEM since having contact with a STEM Ambassador?

That is a hard one. I think the pupils who come to STEM club are already interested in the subjects. The first and second year pupils, especially, are the ones who are likely to benefit most in terms of increasing their interest in STEM subjects as they are still forming their senior school experience. The STEM ambassadors, to me, are an integral part of the club and all the pupils benefit in different ways. The Ambassadors enable the older ones to develop a clearer idea of career pathways rather than just thinking in terms of academic subjects.

Would you recommend the STEM Ambassador programme to other schools?

Most definitely. Although most STEM clubs are run by teachers with a great deal more subject knowledge than I, the STEM Ambassadors can contribute so much in different ways according to need. It is important for the person running the club to think about the areas of greatest need. Where the Ambassador can do most good. It is a wasted opportunity to just request an ambassador and then use them as a general assistant. They should be put to use in a way that maximises their ability to pass on specialist knowledge and guidance.

An inspiring summary of an inspiring club at Dyce Academy. Congratulations Penny for all your hard work and the support of your keen STEM Ambassadors Mark, Santi, Tim and Shawn!

Teacher

Proud winners of the Junior Saltire Medal and £600 at the Junior Saltire Competition 2015 at an awards ceremony held at Glasgow Science Centre.

The Carnoustie High School STEM club led by Dr Kirsty Mustard have tackled a host of exciting projects since the club’s inception in January 2015, including purifying their own DNA, hatching brine shrimps, building monorail trains, constructing steam powered boats and creating fruit batteries.

What were your motivations for setting up a STEM Club?

I wanted to give the pupils I work with further opportunity to learn about the applications of Science. For me, it’s really important that pupils have a wider knowledge of the scientific knowledge. I also foresaw opportunities for wider achievement (competition entries, CREST awards etc.).

How do you feel you have benefited from the support of the STEM Ambassador programme?

We have used STEM Ambassadors to support our Higher Biology course. Scientists from Dundee University came in and discussed their research work. They also gave the pupils an opportunity to complete restriction digests. The pupils said it was a very positive experience. It brought the Higher Biology course to life.

We are now in collaboration with another research scientist from Abertay. She is going to mentor one of our advanced higher pupils whilst she is working towards her silver CREST award.

What has been the highlight of running the STEM club so far?

Seeing the passion and enthusiasm of the pupils. It’s thoroughly satisfying seeing them enjoying science so much. They have had a number of fantastic experiences at the events organised by STEMNET at Dundee Science Centre.

Do you feel that your pupils have become more engaged with STEM since having contact with a STEM Ambassador?

Yes. They really enjoy hearing about the life of scientists out of school. I’ve had nothing but excellent feedback from the pupils regarding the ambassadors.

Would you recommend the STEM Ambassador programme to other schools?

Most definitely.

Congratulations once more Kirsty for your success in the Junior Saltire competition and for you hard work with your club. We look forward to hearing more about your planned activities and growing network of STEM Ambassador contacts.

This year the Junior Saltire Competition challenges teams to research, design and make a Wave Energy Converter using a provided kit of copper coil and magnets.

Meet the STEMKirsty Mustard, Biology Teacher & STEM Club Leader, Carnoustie High School

Teacher

Bridges to Schools is a hands-on activity which enables pupils to build a 12m long cable stayed bridge. Having assembled the bridge they then walk across it before deconstructing it, learning about bridges, teamwork and civil engineering as they go.

The Bridge model is available for visits of 2-4 days. Schools often group together and arrange for one school to host the Bridge while pupils from other local schools come to the host school for the experience.

Earlier this year, STEM Ambassador and Construction and Design Manager at Aberdeen Roads Ltd, James Gray participated in the ICE Bridges to Schools Challenge at Greenbrae Primary, Aberdeen and Hill of Banchory Primary, Aberdeenshire. He sent us these wonderful photos!

For more information on ICE activities and how you can participate in this challenge, visit; https://www.ice.org.uk/near-you/uk/scotland/education

Institute ofCivil Engineers Bridgesto Schools

STEM clubs week

STEM Clubs Week takes place from 1-5 February.

Find out more about STEM Clubs Week and see what schools did in 2015:

http://www.stemnet.org.uk/events/stem-clubs-week-2016/

British Science Week (BSW) is a 10-day programme of science, technology, engineering and maths events and activities across the UK for people of all ages.

Anyone can organise an event or activity, and help organisers plan by providing support and resources.

All teams will also compete in exciting hands-on 3-minute STEM (Science, Technology, Engineering and Maths) challenges set by local companies (two great trophies up for grabs).

https://www.britishscienceweek.org/

STEM Clubs Week

ENTER A TEAM NOW!

Entries for the 2016 Salters' Festivals of Chemistry are NOW LIVE on our website http://saltersinstitute.co.uk/festivals/festival-news/-!! Don't miss out on participating in one of these fantastic events which:

• Excite pupils by doing practical chemistry• Give pupils responsibility to carry out investigations “like a real Chemist”• Encourage team working and independent problem solving skills

48 Salters' Festivals of Chemistry are planned at Universities and Colleges throughout the UK and Ireland between March and June 2016. One team of four students per school are welcome to participate from:

• Year 7 and/or 8 in England and Wales• Year P7 and/or S1 in Scotland• Year 8 and/or 9 in Northern Ireland• Primary 6 and/or Secondary Year 1 in the Republic of Ireland

Students will experience 2 hands-on practical Chemistry challenges, exciting chemical demonstrations, a prizegiving ceremony with prizes for winning schools and fun prizes and certificates for all participants.

All this costs only £25 (€30) per school (non-refundable) plus travel expenses.

CLOSING DATE: 31 JANUARY 2016

• Give teachers an opportunity to network and participate in CPD

Funding –

Biochemical Society

The Biochemical Society wishes to support scientific outreach activities that communicate the excitement of molecular bioscience to young people and the community.

Applications are invited for sums up to £1000 to assist with the direct costs associated with an event and expenses incurred (e.g. transport and/or teacher cover). Two rounds a year in April and September.

Applications will open early 2016

www.biochemistry.org/Grants/ScientificOutreachGrants.aspx

British Ecological Society

The British Ecological Society offers outreach grants of up to £2,000 to its members and others, including schools, to promote ecological science to a wide audience.

Applications open in March 2016

www.britishecologicalsociety.org/grants-awards/outreach-grants/

Holmes Hines Memorial Fund

Administered by the EPSRC (Engineering and Physical Sciences Research Council), the Holmes Hines Memorial Fund offers small awards to help individuals or organisations with any scientific or engineering based activities where public funds are not available. No set application date.

www.epsrc.ac.uk/funding/howtoapply/routes/pe/holm-eshinesfund/

Institute for Engineering & Technology

The Engineering Education Grant Scheme provides support for UK-based educational projects that aim to increase engineering knowledge in young people aged 5 - 19.

The Engineering Education Grant Scheme (EEGS) aims to engage young people aged 5-19 in learning about engineering and to develop the professional skills of those involved in supporting STEM learning and careers awareness. The EEGS also supports projects that improve wider engineering literacy.

There are two levels of funding available. Awards of up to £5000 (inclusive of any applicable VAT) are available for standard applications to the fund, and up-to-four awards of £15,000 are available each year.

Bids for funding will be accepted 1 January 2016 – 1 April 2016, for projects taking place from 1 June 2016. Bids submitted after 1 April cannot be considered.

http://www.theiet.org/resources/teachers/grant-scheme.cfm

Institute of Physics

The Science and Technology Facilities Council, the Institution of Engineering and Technology (IET) and the Institute of Physics run a small grants scheme designed specifically for schools and colleges.

The scheme provides schools with grants of up to £500 for projects or events linked to the teaching or promotion of physics or engineering. Awards are made three times a year and the next deadline is Monday 1 February 2016

www.iop.org/about/grants/school/page_38824.html

The Royal Society’s Partnership Grants scheme provides grants of up to £3,000 for science projects run at a school in partnership with a practising scientist or engineer. Awards made twice a year. The next deadline will be Monday 1 February 2016

www.royalsociety.org/education/partnership/

Royal Society of Chemistry

The Royal Society of Chemistry’s Chemistry Club grant scheme is targeted atactivities that are at schools/ colleges outside the normal science timetable.

Teachers can apply for funding up to £1,000 for their Club. Awards made four times a year.

www.rsc.org/Membership/Networking/InterestGroups/BMCS/education-support-group/chemistry-clubs.asp

and engagement projectsto support your outreach

Society of General Microbiology

Grants of up to £1,000 to support microbiology teaching initiatives and events are available to School Corporate or School Representative Members of the Society. The next deadline is Tuesday 15 March 2016

www.sgm.ac.uk/en/grants-prizes/education-outreach-funds.cfm/microbiology-in-schools-fund

The Armourers & Brasiers Gauntlet Trust

Grants of up to £1,000 are available to support secondary school science. Grants are made in support of eligible applications as they are received until the funds available in the financial year, beginning 1st April, are exhausted.

http://www.armourershall.co.uk/schools/

The Royal Institution - STEM E&E Grant Scheme

Grants of up to £500 towards choosing a STEM activity listed in the online STEM Directories are being offered by the Royal Institution, funded by The Causeway Foundation. The scheme is designed to help integrate STEM Enrichment and Enhancement activities into school practice and to support teachers’ professional development

http://www.stemdirectories.org.uk/grants/

Wellcome Trust People Awards

The Wellcome Trust supports biomedical research that aims to improve the health of humans and animals. People Awards provides grants of up to £30,000 for innovative and creative projects that engage the public with biomedical science and/or the history of medicine and awards are made four times a year.

www.wellcome.ac.uk/Funding/Public-engagement/Funding-schemes/People-Awards-and-Society-Awards/

Young Engineers and Science Clubs Scotland:-

For schools based in Scotland the Scottish Council for Development and Industry offers small grants to STEM Clubs in schools.

Funding –

and engagement projectsto support your outreach