This resources investigates how electrical energy is generated from renewable and non-renewable sources.

Suggested learning outcomes include:

• To know the difference between a renewable and a non-renewable source of energy.
• To understand how electrical energy is generated from at least...

Produced for the Department for Education, this resource from Sheffield Hallam University, is designed to help employers, teachers, students and anyone involved in work experience develop strategies for creating good quality placements for young people aged 14–19.

Produced by the Industrial Trust, Business & Education South Yorkshire and JIVE (Joint Interventions), this leaflet identifies hints and tips to help organisers of visits to industry. Often organisations that are prepared to offer industrial visits to their sites are unaware of the action they can take to make...

This guide supports educators in inspiring all children to enjoy activities relating to STEM subjects, in particular girls. It looks at statistics of women in STEM roles and introduces many female...

There is a high demand for engineers in the UK and engineering is one of the most in demand jobs globally. From apprentices to technicians; graduates to postgraduates, engineers are needed at all levels, in a wide range of sectors.

This leaflet provides guidance for teachers, with key points about...

This STEMNET resource describes the background and career of instrumentation engineer and STEM Ambassador, Boye Odukunle.

Boye develops precise specifications clients who are building 'plants' or 'facilities' that process oil and gas following its extraction from reserves.

The job offers...

Joe studied engineering at college and started working as a mechanic for a manufacturer of batteries for satellites and spacecraft.  An opening at the Science and Technology Facility Council's RAL Space allowed him to harvest his interest in space and his role as mechanical technician...

A range of resources from the Nuffield Foundation for students to develop and reveal their capability longer more open tasks requiring designing, making and evaluating are necessary. Sometimes these activities are referred to as projects, or design and making...

This resource presents a number of case studies of schools which took part in the Thinking like an engineer project from 2014 to 2016.

In this resource students will carry out experiments with prisms, polarising film and 3D cinema glasses to explain some of the interesting properties of light and their applications.

Curriculum links include refractive index, total internal reflection, polarisation

The aim of this resource is to give students the opportunity to investigate how the RAF use science, technology, engineering and mathematics skills when planning a mission. Students will use maths to work out how to pack an aircraft effectively.

Welsh versions of the guidance documents are included.

From the London Engineering Project, this document gives practical advice to practitioners about gender and cultural diversity, and suggests good practice in technology and engineering delivery.

The London Engineering Project aims to encourage more girls to take up engineering as a career. This guide shares effective practice in the area of gender inclusion.

Luke initially intended to become a carpenter before realising his interest in...

This STEMNET resource describes the background and career of STEM Ambassador Tim Moss, a maintenance engineer working for Nottingham Express Transit. Tim has always been interested in all kinds of transport. His work involves researching transport technology and ensuring that Nottingham's tram system runs...