The Primary Engineer MacRobert Medal is a collaboration between The MacRobert Trust and Primary Engineer, with support from The WEIR Group PLC, and the awards highlight the culmination of the Leaders Award competition. This program challenges pupils aged 3–19 to answer the question: “If you were an engineer, what would you do?” Selected ideas are brought to life by ProtoTeams—collaborations between students, engineers, and industry partners—turning school pupils ideas into working prototypes. 

This year, 10 ProtoTeams were honoured with Bronze, Silver, and Gold Medals, recognizing their ingenuity and collaboration. 

Dr Susan Scurlock MBE, Founder and Chief Executive of Primary Engineer, expressed her gratitude during the ceremony: 

“We are so delighted to be able to honour everyone who has been involved in bringing these porotypes to life – the pupils, parents & carers, engineers, teachers, judges, and our dedicated supporters. We extend our deepest gratitude to The MacRobert Trust and WEIR Group for their essential support and spirit of innovation, The University of Strathclyde School of Engineering for providing us with the stunning Barony Hall, and of course a massive thank to Tunnocks for providing us with the Caramel Wafers!” 

Distinguished speakers, including Andrew Everett (CEO, ERA Foundation), Paula Cousins (Chief Strategy & Sustainability Officer, Weir Group PLC), and Ivan McKee MSP (Scottish Government Minister for Finance), also addressed the audience, celebrating the creativity and dedication of the winners. 

Jon Stanton, Chief Executive of The Weir Group and part of this year’s judging panel, praised the initiative: 

“Creating mining technology for a more sustainable future lies at the heart of what we do at Weir. We must think differently and challenge the way things have always been done. That aligns well with Primary Engineer’s initiative to harnesses the imagination and creativity of school children to innovate and invent solutions to everyday challenges. It has been incredible to see first-hand how the ProtoTeams use their engineering skills to bring the best ideas to life. And then to recognise and celebrate the best innovations with the prestigious Primary Engineer MacRobert Medals. Weir has been working with Primary Engineer since 2018 to develop innovation and I’m personally delighted to be involved again. We can’t wait to see how the next generation of talent develops novel solutions for the world’s most pressing economic and sustainability challenges.” 

The event also introduced the first Commendation Medal, awarded via a public vote. The winning prototype, the Solar Powered Heated Blanket, captured imaginations and showcased the real-world potential of young innovators’ ideas. 

The Primary Engineer MacRobert Medal Ceremony continues to inspire the next generation of engineers, celebrating the power of collaboration, creativity, and innovation in solving global challenges. 

You can find a full list of the Bronze, Silver and gold Medallists below: 

Bronze

Self Regulation Bracelet: The University of Sunderland

ProtoTeam: Dave Knapton, Spyros Fakiridis 

Pupils: Zoeya Khan 

School: Bridgewater Primary School 

Smart Tap: Thales – Belfast

ProtoTeam: Sinead Kearney, Lenin Stevenson, Josh McCreedy, Joel Lucas, Lukas Leung, Andrew Smyth 

Pupils: Seyi Akintayo 

School: Aston Clinton 

Walkie Frame: Thales – Templecombe

ProtoTeam: Charlie Weller, Benjamin Gardiner, Archie Whittaker 

Pupils: Erin Feltham 

School: Les Quennevais School 

Tap of Germs: Thales – Cheadle

ProtoTeam: Isabel Chadwick, Fiona Gilmour, Adam Cartwright, Olamide Olorunfemi, Alicia Riviere, Jack Bratt 

Pupils: Madiha Zazai 

School: Westwood High 

Silver

Switch-A-Boot: Manchester Metropolitan University

ProtoTeam: Mark Chester 

Pupils: Noah Chadderton 

School: Altrincham Preparatory School 

Solar Powered Heated Blanket: Thales – Glasgow

ProtoTeam: Shivam Sharma, Olivia Chard, Ruaridh Colombini Allison, Alexander Brodie, Cameron Doull, Douglas Mackay 

Pupils: Rebecca Young 

School: Kelvinside Academy 

Moving Solar Panel: Queens University Belfast

ProtoTeam: Kevin Fitzsimons, Siofra Frost, Jonathan Browning, Robert Best, TJ Cosgrove 

Pupils: Sam Curley 

School: St Patrick’s Primary School 

Sign Right: Thales – Crawley

ProtoTeam: Megan Backhouse, Dylan Patel, Aidan Crockford, Josh Pollard, Matthew Tomsett 

Pupils: Scarlet Smith 

School: Strafford Primary School 

Gold

Seed Planting Drone: The University of Southampton

ProtoTeam: Joshua Shearing, Ser Lin Ung, J Kee Kok, Joshua Pinker, Kang Jie Lee, Janavi Patel, Ian Williams, Tim Woolman 

Pupils: Emily Jackson 

School: St James’ C of E Primary Academy 

Clean Water Access Bot (C.W.A.B): GKN Aerospace

ProtoTeam: Tom Ramsbottom, Ian Gent, Remo Prior-Calver, Matthew Hunt, Sam Hargrave, Christopher Heaysman 

Pupils: Ben Miles 

School: Countess Gytha Primary School 

Commendation Medal – Winner of the Public Vote

Solar Powered Heated Blanket: Thales – Glasgow

ProtoTeam: Shivam Sharma, Olivia Chard, Ruaridh Colombini Allison, Alexander Brodie, Cameron Doull, Douglas Mackay 

Pupils: Rebecca Young 

School: Kelvinside Academy 

The post Pupils and Engineers from across the UK Honoured for Innovation at Primary Engineer MacRobert Medal Ceremony  first appeared on Primary Engineer.

Pupil designer Libby, a pupil in P7, will see her engineering idea the ‘Bench Bed’ turned into a reality! Her idea is a bench by day but can become a bed by night, folding down to become a bed with walls surrounding it making it a warm environment for homeless people to sleep in.

Introduction to the ProtoTeam:

Imogen Heard, Specialist Technical Officer (STO) (Co-Electrics Lead and Ergonomics): “I have been with The university of Edinburgh for almost 3 years as a Specialist Technical Officer. My focus is on Embedded Systems, utilising digital electronics & programmable microcontrollers to develop automation, sensing and data acquisition systems for research & teaching experiments.”

Steven Gourlay, Mechanical workshop Technical Support Officer (TSO) (Co-Design Lead): “I have been involved in Design/ Manufacturing for over 37 years. I join the university of Edinburgh in 2007 as the technician for Chemical Engineering. In 2011 I took on the role of Technical Support Officer (TSO) and I am responsible for the introduction, development and management of the current manufacturing facility in the School of Engineering. I also look after the design and development of research equipment within the Institute of Materials and Processes as well as assisting with other institutes when required.”

Alasdair Christie, Assistant Laboratory Technician (Co-Electrics Lead and Comms Lead): “I have been with the University of Edinburgh for 7 years starting as a lab assistant and working my way up the ranks. Thanks to the support of the university I have recently graduated with a BEng Electrical and Electronic degree and I am enjoying being able to apply what I have learned over the years to the exciting projects Primary Engineer has produced.”

Dr Katie Grant, Student Recruitment and Outreach Officer (Schools Lead): “I have been with the School of Engineering for a year and a half, but have been at the University of Edinburgh for 10 years having started as an undergraduate student and going on to complete my PhD here too. My current role involves working with schools to engage young learners with engineering and helping them on their journey to becoming an engineer! I lead the public engagement and schools programme in the team, and am overall project manager too.“

Tom Bolland, MakerSpace Supervisor (Materials): “I have over 6.5 years of experience working with cool projects. For the past 3.5 years, I’ve been a MakerSpace supervisor, helping people build things like rockets and race cars. Before that, I spent 3 years making electronics for escape rooms, creating fun puzzles. I love taking fun ideas and turning them into reality with hands-on work and creativity.”

Iain Gold, Technical Support Officer (TSO) (Budget Lead): “I have been with the University of Edinburgh for nearly 10 years starting of as the technician for the electronics teaching laboratory. I have worked my way up and became Technical Services Officer (TSO) for the Electrical and Electronic Group. I have always had a passion for engineering and love taking things apart and seeing what makes them tick.”

Matthew Proudfoot, Assistant Mechanical Workshop Technician (Co-Design Lead): “My job is to help with manufacturing mechanical parts for research projects for the school of engineering. I have been with the University for over 4 years mainly as an apprentice where I learned a variety of technical skills for an engineering workshop from industry experienced professionals.”

Mathew Hunton, Assistant Mechanical Engineering Technician (Mechanical): “After over a decade in the oil and gas sector in Alberta, Canada, I returned to school and completed a diploma in Nanosystems Engineering Technology at NAIT before moving to Scotland to join the Civil and Structural Engineering department at University of Edinburgh.”

Dr Marcelo Dias, Reader in structural engineering (Structures): “I’m currently is a Reader in Structural Mechanics at the University of Edinburgh, leading the “Mechanics and Geometry of Advanced Structures Laboratory” (MEGA SLab) in the Institute for Infrastructure and Environment at the School of Engineering. I’ve been in the school for 3.5 years.”

Why have they chosen this pupil idea?

There were a variety of reasons the Bench Bed was chosen, but primarily it was the social responsibility aspect they liked. It was brilliant to see a young person caring for those in a less fortunate position than themselves, putting in time and effort to think of how to improve their situation by giving them a safe, warm, and dry place to sleep. It was particularly heartening to see that the pupil was thinking of more than just her community, stating “there are millions of homeless people all around the world”. It also has the potential for use by a wide range of people in the public and provides us with the opportunity to engage with local communities and schools by asking them to help design the outer shell of the bench.

The ProtoTeam also liked the clear design and detailed explanation of how the Bench Bed would work. It showed how the bench would fold in and out, as well as the extra features like blankets, pillows, and lights. The pupil demonstrated how it could be used in the day and not just at night.

Commercial potential was also seen in the design. The adaptability of the design features to fit different budgets really highlighted that this product could one day be taken up by charities and councils.

Last, but not least, they liked its potential. In the selection meeting, it was discussed how the design could be expanded to include many features to help people. Features such as phone chargers, Wi-Fi, help alerts, and monitoring of the homeless population (something that is lacking unfortunately) were all discussed. It also has the potential for the design to be modified to fit in with its surroundings.

Initial Design Meeting:

After selecting the Bench Bed, the ProtoTeam had an initial design meeting where they brainstormed ideas and designs for how they would make the Bench Bed a reality.

It was a robust discussion where they explored many concepts, from box-shaped beds to cylinders to canopies. A key part of the discussion was visualising how the mechanics of the design could be used. They also discussed what materials could be used, what the aesthetic could be, what electrics could go into it, and potential manufacturing methods.

At the end of the meeting, they had two designs we planned on creating with Computer Aided Design (CAD) and presenting to Libby.

Presenting to Libby

On Friday 27th of September the team held a design meeting with Libby and her parents. The key aims of this meeting was to introduce her to the team and to have her feedback on the proposed changes to her original design. After pitching the designs to Libby, she decided to go with design two. The team were very clear with why they had made the changes they had, and explained that by using a cylindrical design the mechanism would be much easier for people to use. Libby liked that the second design could be a shelter during the day as well as turning into the bed at night, she was also happy with the change in design from a box to a cylinder.

After further discussion, it was decided the following would be good to include, if possible, in the storage compartments:

i. Pillow and covers

ii. Heated blanket

iii. Mattress

iv. Towel

v. Basic first aid kit

vi. Hygiene supplies

vii. Defibrillator

For the electrics, Libby liked the idea of the following:

i. USB charger

ii. Solar panels

iii. Lights that come on when it’s dark

iv. Lights that can be switched off

v. GSM, communications system for those without a phone

A few more advancements that were developed in the meeting by Libby and the team included:

• discussion of an internal foldable structure to reflect the heat and/or a ventilation system to ensure the structure doesn’t overheat
• the idea of having a hook at the back of the design along with some sort of drying rack for clothes
• discussion of 3D printing the light switch with glow-in-the-dark filament or adding an LED to it
• a possible water filtration system to capture rainwater and provide drinking water

One aspect that Libby was keen on, which shows great social responsibility, was the Bench Bed being open to everyone so it not to have a locking system to access.

Next steps

Invigorated from their discussions the team will finalise the design and develop a timeline for construction. As Libby is a keen budding engineer, showing enthusiasm for both the construction and electrical parts of the design, the university plan to have her along to assist with part of the construction and soldering of the electrical components.

They will also reach out to Social Responsibility and Sustainability team at the University of Edinburgh to discuss working with homeless charities to ensure that they are considering all aspects of rough-sleeping, an aspect Libby is also interested in being involved in.

We are looking forward to receiving the next update from the ProtoTeam.

The post University of Edinburgh Creating the Bench Bed Prototype first appeared on Primary Engineer.

The competition asks pupils aged 3-19 “If you were an engineer, what would you do?” and is free to every school and home educated group in the UK. The initiative encourages pupils to identify problems in the world around them and come up with creative solutions, embedding within them that innovative problem-solving is a key part of being an engineer.

The real impact of the competition comes from Primary Engineer linking schools with engineering professionals to provide meaningful engineer engagement, first-hand introduction to the world of engineering and supporting schools with getting started on the competition.

The engineer engagement opportunities are varied and flexible. Ryan, Director of Engineering at Howden, took part in a pre-recorded online video, a 10-15 minute video talking about his job and what he loves about the world of engineering. The video was sent out to all the schools in Scotland who had signed up to the competition and to date has been viewed by over 2,010 pupils.

”Watched the pre-recorded videos of an engineer very useful but also enjoyed the page with lots of engineers and their journeys/inspiration was very useful for high school students to relate to”. The Featherstone Academy

Plus Howden invited pupils in from local schools to have a guided tour around their site and to interview engineers from different sectors.

Howden’s ‘Bright Futures’ community volunteering programme was launched to aligned with their social commitments to champion diversity, fairness and equality of opportunity. Since the implementation of the ‘Bright Futures’ program in 2021, Howden has successfully connected with primary and secondary schools, community groups and organisations across Scotland. With a particular focus on supporting underrepresented and disadvantaged people within communities, they have hosted workshops both on and off-site to encourage young people to explore Engineering and STEM subjects. Howden’s team of volunteers seek to inspire the future generations of Engineers and Scientists, to break down barriers and stigmas in the industry and to encourage everyone to learn something new and have fun. The Primary Engineer partnership will help Howden achieve their environmental and social strategy which promotes diversity of a global workforce and positive community impact.

“We are excited to continue our partnership with Primary Engineer for another year and to once again support the inspiring Leaders Award Competition. We look forward to seeing the innovative ideas and creative solutions from the next generation of young engineers!” Howden

Information on how to participate in this year’s competition is available to all schools and teachers via the website: www.leadersaward.com.

The post Howden and Primary Engineer are back for 2024/2025! first appeared on Primary Engineer.

Through this collaboration, we’ll equip teachers with the tools and resources they need to confidently deliver engaging STEM lessons. Our engineers will also join students in the classroom, offering hands-on experiences to inspire the engineers of tomorrow.

What is the Primary Engineer Rail Programme?

The Primary Engineer Rail Programme is a STEM initiative that blends creativity and practical skills. Guided by professional engineers who bring real-world context to the classroom, students engage in project-based learning where they design, build, and test model rail vehicles.

This hands-on learning makes engineering fun, builds technical skills, and raises awareness of engineering careers, helping to close the UK’s engineering skills gap.

Why Belvoir Rail are partnering with Primary Engineer?

Primary Engineer offers more than just STEM education, they promote diversity in engineering. We want students from all backgrounds to see themselves as future engineers, breaking down stereotypes and showing that engineering is a field open to everyone.

Belvoir Rail are passionate about encouraging interest in STEM subjects and supporting the next generation of engineers. Their Communications Manager, Sonja Greschner, shares why this programme means so much to them:

“Early exposure to engineering can truly ignite a spark in young minds. By giving students the chance to roll up their sleeves and dive into STEM, we hope to spark a passion that could lead to a lifelong career in engineering. This isn’t just about building skills, it’s about building confidence and opening doors, showing students that anyone can be an engineer”

Belvoir Rail were especially inspired to participate in this programme after exhibiting at this year’s Rail Live event, where we were joined by students from the 2023/2024 Primary Engineer cohort. Seeing the pupils engage with real-world rail engineering showed them just how much enrichment activities like this can add.

The Impact of Primary Engineer

Primary Engineer has already made a huge difference, with over 117,000 pupils participating in the 2023-2024 academic year alone. We’re proud to join forces and help more students experience the excitement of engineering.

Primary Engineer is an educational not-for-profit organisation founded in 2005 which aims to engage both primary and secondary school pupils and teachers with the vast and inspirational world of engineering and technology. They work with businesses and industry across the UK to help develop a future, diverse generation of engineering and technology professionals.

By partnering with Primary Engineer, Belvoir Rail are committed to creating valuable opportunities for students to explore STEM subjects and see the real-world impact of what they learn in the classroom. We’re inspiring a new generation of diverse, skilled, and passionate young engineers, showing students just how bright their future in engineering can be.

And who knows? The next groundbreaking rail innovation could very well come from one of the young minds we’re inspiring today.

We are looking to grow the programme even more in 2024/2025, and if you want to partner with us you can learn more here: https://www.primaryengineer.com/funding-opportunities/

The post Belvoir Rail Partners with Primary Engineer to Inspire Future Engineers first appeared on Primary Engineer.

The programme is delivered to Key Stage 1 and Key Stage 2 children across the UK through Primary Engineer, a not-for-profit organisation whose vision is to ensure all children and pupils achieve their full potential through engagement with engineering.

During the training session, teachers met the Porterbrook engineers professionals who will support them throughout the year as their pupils learn to build their own model trains.

This will be third year Porterbrook has funded the Primary Engineer Rail Programme for schools local to its Long Marston Rail Innovation Centre.

Over the last two years, 1500 pupils in the areas surrounding the Long Marston Rail Innovation Centre have taken part in the programme. This year, students at ten primary schools will be involved.

The post Full steam ahead for STEM in Warwickshire first appeared on Primary Engineer.

Our qualifications, meticulously created for both educators and industry needs, cater to teachers, educators, and career advisors. They are designed deepen your understanding of the engineering sector, explore essential engineer skillsets, and uncover exciting career paths in the field. You’ll learn to seamlessly integrate these insights into your curriculum, fostering meaningful connections between engineering principles and real-world learning.

Fuel your passion for inspiring the next generation of engineers through this research-based professional development.

Here’s what educators are saying:

“Massively improved subject knowledge and [how to] successfully deliver DT to children. Amazing experience! Fantastic that resources and assistance is provided. Amazing knowledgeable course leader. Thank you! Best training day I’ve had in a decade!” – Joel, Asquith

Explore our course offerings:

Engineering STEM in the classroom

Our Engineering STEM in the Classroom course was delivered across Ireland this year in partnership with Engineers Ireland. It focuses on teachers learning more about engineers, engineering and career paths so they are better informed to advise their pupils and learners. The course features a combination of guided and self-guided study over 12 hours.

Engineering a Career

In 2024, we also launched Engineering a Career with support from Ford Philanthropy, a short course perfect for school career leads and guidance teachers. It highlights opportunities for cross-subject interests leading to amazing careers in engineering – meaning that pupils who show aptitudes for engineering in any subject can be encouraged to look at that career path. This course can be completed in as little as 15 hours which equates to 1 hour per week. After a successful pilot, this course is now available with funded bursaries for the 2024/2025 academic year thanks to support from Ford Philanthropy and Royal Air Force Charitable Trust.

Engineering your Curriculum PGCert

Engineering Your Curriculum PGCert, endorsed by Education Scotland, comprises of 16 hours guided learning over a recommended 8-week period.

Ready to take your teaching to the next level?

Visit www.primaryengineer.com/qualifications/ to explore our qualifications and ignite a love for engineering in your classroom!

The post Take your professional development to the next level with a Primary Engineer Qualification first appeared on Primary Engineer.

• Design and assemble the bodywork
• Build a remote to control the CWAB

Bodywork
There were a few options available to the team for the bodywork. The roll-bars on the vehicle provided a natural support structure for fixing on the panels, along with some additional framework that was secured to the rear of the vehicle. Initial discussions considered the manufacture of the bodywork panels from a variety of materials to make use of the teams’ expertise and capability. These included plastic and metallic sheet materials, 3D printed materials, as well as lightweight composite carbon fibre panels. In the end, for time and cost reasons, it was determined that plastic sheet materials would be the most feasible. These sheets of plastic were cut to shape and then assembled onto the support frame.

Remote
To allow easy use of the C.W.A.B, the team were keen to stay faithful to Ben’s original design by having a very simple remote interface (one button!). They started by determining what the remote needed to do: send a signal to the electronics in the car to carry out the programme(s) stored on-board. It was decided to have two on-board programmes:

1. Lower the hose arm, turn on the pump, turn off the pump, raise the arm
2. Same as programme 1 but also with driving included

As a result, they connected two buttons (one for each program) to an Arduino circuit board that when pushed, would send their corresponding signal via a radio transmitter to a receiver on-board the car. When the car received the signal, it would begin the program. All of this was housed inside a 3D printed casing, with an antenna protruding out the top to boost the range of the signal.

CWAB On The Road
Having finished the bodywork and remote, the CWAB was ready to be unveiled at the South West Leaders Award exhibition held at the University of West England on the 5th July. The GKN Aerospace ProtoTeam gave a presentation at the event about their prototype, explaining the design, manufacture and operation of the C.W.A.B. before inviting Ben to the stage to unveil it for the first time! The team then gave a live demonstration of it in action.

The next event in the calendar was a visit to Ben’s school. The team gave an interactive presentation about GKN Aerospace and the wider industry, before revealing the C.W.A.B to Ben’s classmates and having a show-and-tell session where they could get up close, ask questions, and see it in action!

The final stop on the C.W.A.B’s summer tour was to Farnborough Airshow for the ‘Pioneers of Tomorrow’ STEM event. The prototype was showcased (next to a GKN Aerospace jet engine) alongside several other interactive STEM activities GKN Aerospace had been working on, with visitors coming and going from the GKN Tech Hall all day. This was a real highlight of the project, where all of the teams’ hard work was shown off to members of the public and the industry alike.

Upon finishing the project, the GKN Aerospace team reflected that ‘the project as a whole has been an amazing experience for those involved, inspiring us with the creativity and innovation of Ben and all of the other designs submitted to the competition, and hopefully allowing us to inspire some of the next generation of engineers to pursue careers in STEM’.

The post The final update on the CWAB Prototype first appeared on Primary Engineer.

Primary Engineer is based in the North West, where 13.5% of all jobs pay less than the real Living Wage – around 397,000 jobs. Despite this, we have committed to pay the real Living Wage and deliver a fair day’s pay for a hard day’s work.

The real Living Wage is the only rate calculated according to the costs of living. It provides a voluntary benchmark for employers that wish to ensure their staff earn a wage they can live on, not just the government minimum. Since 2011 the Living Wage movement has delivered a pay rise to over 460,000 people and put £3 billion extra into the pockets of low paid workers.

Katherine Chapman, Director, Living Wage Foundation said: “We’re delighted that Primary Engineer has joined the movement of over 14,000 responsible employers across the UK who voluntarily commit to go further than the government minimum to make sure all their staff earn enough to live on.

“They join thousands of small businesses, as well as household names such as Burberry, Barclays, Everton Football Club and many more. These businesses recognise that paying the real Living Wage is the mark of a responsible employer and they, like Primary Engineer, believe that a hard day’s work deserves a fair day’s pay.”

About the Living Wage

The real Living Wage is the only rate calculated according to what people need to make ends meet. It provides a voluntary benchmark for employers that choose to take a stand by ensuring their staff earn a wage that meets the costs and pressures they face in their everyday lives.

The UK Living Wage is currently £12 per hour. There is a separate London Living Wage rate of £13.15 per hour to reflect the higher costs of transport, childcare and housing in the capital. These figures are calculated annually by the Resolution Foundation and overseen by the Living Wage Commission, based on the best available evidence on living standards in London and the UK.

The Living Wage Foundation is the organisation at the heart of the movement of businesses, organisations and individuals who campaign for the simple idea that a hard day’s work deserves a fair day’s pay. The Living Wage Foundation receives guidance and advice from the Living Wage Advisory Council. The Foundation is supported by our principal partners: Aviva; IKEA; Joseph Rowntree Foundation; KPMG; Linklaters; Nationwide; Nestle; Resolution Foundation; Oxfam; Trust for London; People’s Health Trust; and Queen Mary University of London.

What about the Government’s national living wage?

In July 2015 the Chancellor of the Exchequer announced that the UK Government would introduce a compulsory ‘National Living Wage’, this was introduced in April 2016 and applied to all workers over the age of 25.

From 1st April 2024, workers aged 21 and over will be entitled to the National Living Wage which is £11.44 an hour. The Government’s rate is different to the Living Wage rates calculated by the Living Wage Foundation. The ‘National Living Wage’ is a legal minimum and is based on percentage of average earnings, whereas the Living Wage Foundation’s real Living Wage rates are voluntarily paid by employers. Our rates are independently calculated, updated annually according to the cost of living and apply to anyone aged 18 and over. The ‘National Living Wage’ also does not have a separate rate which accounts for higher living costs in the capital. A UK worker paid the real Living Wage earns an extra £1092 a year more than someone on the ‘National Living Wage’.

For more about the difference and how we calculate the rate see their website.

The post Primary Engineer Celebrates Commitment to Real Living Wage first appeared on Primary Engineer.

For many years, we have worked together to bring engineering into classrooms throughout the South East Scotland region through our ‘If you were an engineer, what would you do?’ competition and the ‘Primary Engineer Rail programme’, both which enable teachers to confidently embed engineering in their curriculum and, crucially, bring a real-world context into the classroom for pupils.

Primary Engineer was founded in 2005 and engages primary and secondary school pupils and teachers with the vast and inspirational world of engineering and technology. They work with businesses and industry across the UK to help develop a future, diverse generation of engineering and technology professionals.

Jason Stone, Primary Engineer’s Head of Partnerships for Scotland said:

“Our partnership with The University of Edinburgh has had such a great impact on the pupils and teachers in the schools in this area, enabling them to meet and work with engineering professionals and develop essential skills such as problem finding, problem-solving, improving and adapting. Their work on our national competition ‘If you were an engineer, what would you do?’ – from inspiring participants to prototyping their designs – is a testament to the commitment of the University to developing and inspiring future generations of engineers. We’re looking forward to continuing the partnership through our Leaders Award Competition and our Primary Engineer Rail Programme.”

Katie Grant, Student Recruitment and Outreach Officer for the School added:

“Having been proud supporters of Primary Engineer for many years, we have seen the positive impact the on local primary school pupils and the important role these initiatives play in inspiring them about career opportunities in the sector.”

The post University of Edinburgh partnership renewed! first appeared on Primary Engineer.

These Prototypes are going to be awarded Bronze, Silver or Gold Medals at the Primary Engineer MacRobert Medal Award Ceremony in November, but there is one more thing being awarded – The Commendation Medal. 

VOTING IS NOW CLOSED! Results will be announced on November 19th live at the Primary Engineer MacRobert Medal Award Ceremony.

These prototypes came from the ideas of school pupils who answered the question “If you were an engineer, what would you do?” as part of Primary Engineer’s Leaders Award Competition.

These ideas have been brought to life by talented young engineers who have worked hard to turn these ideas into real, working Prototypes. By voting, you’ll not only help recognise the hard work of these engineers but also celebrate the creativity and ingenuity of the school pupils whose designs sparked these projects. 

Voting will be open until Friday November 15th, and the winner will be announced at the Primary Engineer MacRobert Medal Award Ceremony on November 19th.

Voting has closed but you can see all the Medallists below.

Meet the Teams, Pupils and Prototypes

Clean Water Access Bot

ProtoTeam: GKN Aerospace

Pupil: Ben, Year 5

Description: The Clean Water Access Bot (C.W.A.B) is a solar-powered vehicle that autonomously collects, purifies, and delivers clean water from remote sources to areas with limited access, aiming to provide safe drinking water to underserved communities.

Switch-a-Boot

ProtoTeam: Manchester Metropolitan University

Pupil: Noah, Year 6 

Description: The Switch-A-Boot is a versatile football boot concept with interchangeable outer soles, allowing athletes to adapt to various playing surfaces while reducing costs, enhancing sustainability, and supporting a circular economy by minimizing waste and improving recyclability through easy disassembly

Moving Solar Panel

ProtoTeam: Queens University Belfast 

Pupil: Sam, Year 6

Description: The Moving Solar Panel enhances the utility of photovoltaic (PV) systems on non-optimally oriented rooftops by using a mounting system that allows panels to shift positions, maximizing solar energy capture on east-west facing roofs, despite potential cost challenges; it explores innovative flipping and tracking designs to improve efficiency and aligns with UN Sustainable Development Goal. 

Self Regulation Bracelet

ProtoTeam: University of Sunderland 

Pupil: Zoeya, Year 3 

Description: The Self Regulation Bracelet is designed to improve communication in classrooms for neurodivergent students by using a button-activated system that provides visual responses through colored lights, offering a discrete and impactful solution for enhancing interactions between students, peers, and teachers.

Smart Tap

ProtoTeam: Thales – Belfast 

Pupil: Seyi, Year 4 

Description: The Smart Tap, designed to track and display water usage, volume, and cost, aims to address water cost awareness in homes without meters, with future integration potential for other household water-using areas, focusing initially on the kitchen sink design.

Tap of Germs

ProtoTeam: Thales – Cheadle 

Pupil: Madiha, Year 8

Description: The Tap of Germs integrates software, UV light, and handwashing gel to guide users through effective handwashing and ensure cleanliness, aiming to reduce the spread of germs and improve hand hygiene practices, addressing the issue that 97% of people don’t wash their hands properly. 

Sign right

ProtoTeam: Thales – Crawley 

Pupil: Scarlet, Year 6

Description: Sign Right is an innovative sign language translator app that allows users to record a 10-second video of sign language and translates it into text in real-time, enhancing communication for children with hearing loss in educational settings through user-friendly design and practical classroom tools. 

Solar Powered Heated Blanket

ProtoTeam: Thales – Glasgow 

Pupil: Rebecca, Primary 7 

Description: The Solar-Powered Heated Blanket features solar panels that charge a battery during the day, which powers the blanket at night. Stored in a weatherproof rucksack with a 3D-printed frame to hold the panels, it includes smart controls for heat settings and a temperature sensor for safety. It provides a convenient, reusable solution designed to help the homeless stay warm.

Walkie Frame

ProtoTeam: Thales – Templecombe 

Pupil: Erin, Year 7  

Description: The Walkie-Frame is a walking frame designed with detachable side-mounted walking sticks and clip-on storage bags, aimed at improving convenience and usability for elderly individuals living in small spaces, and enhancing daily living.

Seed Planting Drone

ProtoTeam: University of Southampton 

Pupil: Emily, Year 3

Description: The automated seed-planting robot addresses soil degradation and biodiversity loss by regenerating soil quality through effective seed planting, featuring automated soil sensing for optimal seed selection and eco-friendly design for use in low-accessibility areas, aiming to enhance sustainability and reduce environmental impact.

Thank you to everyone who casted their vote, follow the Primary Engineer socials to see the winner announced on November 19th.

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