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Beth (^_^)Beth (^_^)
SunnySunny
AbbyAbby
Dr EvelynDr Evelyn
BenBen
2021
SKILLS AND STRENGTHS WORKSHOP
supported by
EDINBURGH SCIENCE LEARNING HEADLINE SPONSOR
MAJOR FUNDING PARTNERS
FUNDING PARTNERS
ABERDEEN ENDOWMENTS TRUST
SunnySunny
Beth (^_^)Beth (^_^)
THANK YOU TO OUR SPONSORS
CAREERS HIVE SKILLS AND STRENGTHS WORKSHOP
INTRODUCTION AND INSTRUCTIONS This pre-recorded workshop will get students thinking about the individual strengths
and skills they are developing during their time at school and about how these relate
to real-life situations in STEM industries.
This booklet provides all of the materials required to explore a fun and innovative
workplace, in which people with different strengths and skills work collaboratively and
creatively to share ideas and address challenges. It is perfect for helping students to
visualise their future selves and connect what they learn at school to the wide range of
opportunities that exist in STEM.
This guide provides you with the teacher notes you need to run the 'Skills and
Strengths' workshop and the pages you will need to copy to provide the required
materials to your students. These materials are used alongside the 'Skills and
Strengths Workshop' video.
All videos, documents, print outs and support resources referenced in this document
can be found on a dedicated section of our website.
Go to sciencefestival.co.uk/careershive/hive2021 and click Sign in. Use the account details below to sign-in.
Username: [email protected]
Password: TheHive2021
FOR THE WORKSHOP YOU WILL NEED: A set of skills and strengths words per student or group.
A set of job cards per student or group.
A set of subject cards per student or group.
A set of challenge cards per class.
These can all be copied/printed from this booklet and the students should cut out the
words and cards before the session starts.
AT A GLANCE The Careers Hive ‘Skills and Strengths’ workshop gives students a chance to explore
where their own and their classmates’ skills and strengths lie, to help them better
understand what their career path and future career could involve.
TEACHER NOTES
TARGET AGE GROUP: S1–3 MINIMUM TIME REQUIRED: 45–60 MINUTESSESSION FOCUS This interactive, video-led workshop is designed as a catalyst for thinking about the future of our planet and our place within it as
workers, leaders, problem solvers and creators. Students will explore and experiment with careers concepts in order to identify
their individual skills and strengths and consider what they might want their future working lives to look like.
Introduction – students explore what they enjoy doing to start them thinking about how that can connect to a future role.
Skills and strengths – Students look at what a skill and what a strength is, explore the difference and where they have cross
over. They then try to recognise the skills and strengths they see in themselves and others.
STEM jobs – Students match a set of pre-defined jobs to the skills and strengths they feel are relevant to the roles so that they can see what might line up with their own areas of interest.
Transferrable skills – Students explore what a transferable skill is to understand more about how studying certain subjects
can prepare you for a wide range of careers.
School subjects – Students explore how taking a range of subjects can be useful for a future career and how a balance has
value.
Partner skills – Students share the skills and strengths they picked for each other at the start to give an outsider’s
perspective.
Team challenge – Students work as a group to look at a scenario and assign roles to each member of the group based on
what they feel that person is particularly good at. This again provides an external perspective on their futures. They are also
asked to consider which role they would have selected for themselves, to encourage self-reflection.
Conclusion - Students reflect on what they have learnt and think more about a career they are interested in.
KEY LEARNING OUTCOMES CURRICULUM LINKSStudents will be able to represent their current understanding
as they:
Identify the skills required for different types of work.
Recognise that organisations are made up of people with
different skills and qualifications.
Express that jobs are for everyone.
Consider how choosing STEM subjects at school can lead
to a wide range of job options in the future.
Consider the link between subjects they choose and
routes to further training when they leave school.
This workshop complements the following experiences and
outcomes:
HWB 3-19a: I am developing the skills and attributes
which I will need for learning, life and work. I am gaining
understanding of the relevance of my current learning to
future opportunities. This is helping me to make informed
choices about my life and learning.
HWB 2-20a / HWB 3-20a / HWB 4-20a: I am investigating
different careers/occupations, ways of working and
learning and training paths. I am gaining experience that
helps me recognise the relevance of my learning, skills
and interests to my future life.
TEACHER BACKGROUND INFORMATIONThe workshop objectives are to:
1. Address the downturn in enthusiasm of students towards STEM subjects from S3 onwards.
2. Support students in making well-informed decisions about their futures.
3. Showcase the breadth of careers options within STEM.
To address the shortfall in STEM-qualified individuals in Scotland we must increase the number of those choosing and
continuing study in STEM subjects at school. There are a number of barriers in the delivery of careers information in schools
and some key factors influence pupils in their choice to study STEM subjects. We aim to address these barriers and influencing
factors by engaging S1/S2 pupils in careers-related activity in a hands-on workshop environment that links closely to real-world
examples.
EQUIPMENTFOR THE CLASS: Video screen at front of class*
System to stream video*
Speakers*
FOR EACH GROUP/STUDENT AS REQUIRED: 1 x set of skills and strengths cards
1 x set of job cards
1 x set of subject cards
1 x set of career scenario/challenge cards
Pen*
Paper*
Please note that all items marked * are not supplied within the Careers Hive workshop kit. All other items can be copied from
this booklet.
PREPARATIONBefore the workshop and in preparation for this session:
Where possible complete the Engaging in STEM Careers CLPL workshop on the Careers Hive website.
Read these teacher notes.
Gather or print the materials required – as above.
Check you can play the 'Skills and Strengths Workshop' video and watch it if needed to remind yourself how the session
works.
Set up the video to run when you are ready to start the workshop.
SESSION DETAIL
SECTION TEACHER GUIDANCEHOW TO 1. Split the group into pairs/groups as you see fit. This works best if students are in small,
even groups but will work with any group size or as pairs.
2. Hand out the materials to the class.
3. Play the Careers Hive ‘Skills and Strengths’ video and pause at the relevant points to
complete the activities.
INTRODUCTION Interests Encourage students to note down a few of their areas of interest or things they really enjoy
doing. They don’t have to be education related.
Allow 1 minute for activity.
SKILLS AND STRENGTHS Encourage students to write down as many skills and strengths (S&S) as they can think of.
Allow 2 minutes for activity.
YOUR OWN AND OTHERS SKILLS AND STRENGTHS
Encourage students to pair up with someone else in their group.
On paper mark down what they feel their own S&S are and what they think the S&S of their
partner are. Students can then share what they thought their own S&S were.
They are to keep hidden what they wrote for the other person.
Students can use the S&S words provided to inspire their choices.
Allow 4 minutes for activity.
SKILLS AND STRENGTHS SORTING
Students are to try to sort the S&S words into 3 columns, one for things they see as a skill,
one for strengths and one for words they think fall into both categories.
Allow 5 minutes for activity.
Encourage a whole class discussion about where they placed certain words and why.
STEM JOBS AND TRANSFERRABLE SKILLS
Students look at a certain S&S and try to place/match them with as many of the jobs on the
job cards as they can.
Allow 4 minutes for activity.
SCHOOL SUBJECTS Use the subject cards to encourage students to consider which subjects would be useful
for each job.
Allow 5 minutes for activity.
PARTNER SKILLS AND STRENGTHS
Go back to the ‘Your Own and Others’ Skills and Strengths’ activity and ask students to
share what they noted down for their partner.
Allow 2 minutes for activity.
TEAM CHALLENGE Each group should get a challenge card, it does not matter if more than one group have
the same challenge.
Ask students to read through a challenge card and assign roles to each member of their
group based on the S&S the group thinks they have.
They cannot assign themselves a role as part of the team but should think about which they
would choose for themselves.
Encourage questions, e.g.:
- Tell me what you think about the job you’ve been given.
- Do you agree that you have the skills the team say you have?
- What would you most look forward to doing in that job?
- Was it easy or difficult to choose, and why?
Allow 10 minutes for activity.
CONCLUSION Have a whole class discussion about what they learnt during the session and if they were
surprised by the S&S others saw in them.
Post-session activity - Ask students to look at the subjects and skills and strengths cards
again and match them to a career they are interested in.
LESSON SUPPORTFOLLOW-UP IDEAS Ask students to conduct an interview with someone in their life about their career path, exploring if it followed a direct line
or if they changed their mind along the way. Question what they feel were the most important skills and strengths which got
them to where they are in their career.
Share your own career path as a teacher or ask a colleague to talk about their path with the class if they had an unusual path
to teaching.
Subject activity – Students should note down a career they are interested in and then carry out a research project into the
relevant subjects they can take at school. Ask them to note down as many subjects as they can which might have some
relevance, not just the obvious choices.
USEFUL LINKS Skills Development Scotland, My World of Work: myworldofwork.co.uk/
- This area is specifically for secondary teachers: myworldofwork.co.uk/secondary-teachers
An equalities officerin a new engineering firm
(equalities, human rights, people)
An entrepreneur bringing a new product to the market
(tech, development)
A freelance journalist covering breaking science news
(writing, creative output, general interest, media)
A designer creating assets for a new video game (computers, designing)
A scientist researching new drugs to fight disease
(chemistry, biology, lab work, health)
A nurse in an intensive care ward (health, people, high-pressure)
An outdoor education officer running workshops for young people
(education, outreach, biology, physical work)
A project manager campaigning for food rights
(food, health, society)
JOBS CARDS
Honest
Optimistic
Resilient
Self-motivate
Funny
Realistic
Persuasive
Communicate
Caring
Decisive
Programcomputers
Detailoriented
Creative
Personable
Usecomputers
Look at the big picture
Determined
Workunder
pressure
Buildthings
Logical
SKILLS AND STRENGTHS CARDS
S&S
S&S
S&S
S&S
S&S
S&S
S&S
S&S
S&S
S&S
S&S
S&S
S&S
S&S
S&S
S&S
S&S
S&S
S&S
S&S
Design and manufacture
SUBJECT CARDS
Sub
ject
Sub
ject
Sub
ject
Sub
ject
Sub
ject
Sub
ject
Sub
ject
Sub
ject
Sub
ject
Sub
ject
Sub
ject
Sub
ject
Sub
ject
Sub
ject
Sub
ject
Sub
ject
Sub
ject
Sub
ject
Sub
ject
Sub
ject
DE
VE
LOP
A N
EW
C
OM
PUTE
R S
YST
EM
FO
R
A H
OSP
ITA
L TO
MA
KE
SU
RE
PA
TIE
NTS
WH
O A
RE
TH
E
MO
ST S
ICK
GE
T SE
EN
FIR
ST
JOB
S IN
TH
E T
EA
M:
Fi
nd o
ut h
ow th
e cu
rren
t sys
tem
wor
ks b
y lo
okin
g at
hos
pita
l rec
ords
.
Ta
lk to
cur
rent
pat
ient
s ab
out w
hat t
hey
thin
k ab
out t
he c
urre
nt
syst
em.
Ru
n a
60 m
inut
e se
ssio
n w
ith h
osp
ital s
taff
to g
et th
eir i
dea
s ab
out h
ow a
new
sys
tem
cou
ld w
ork.
C
reat
e a
test
com
put
er p
rog
ram
to s
how
sta
ff h
ow it
wou
ld w
ork.
W
ork
with
doc
tors
and
nur
ses
to c
reat
e a
list o
f whi
ch il
lnes
ses
sh
ould
be
seen
firs
t and
whi
ch s
houl
d b
e se
en la
st, a
nd w
hy.
D
esig
n ex
amp
les
of s
igns
to te
ll p
atie
nts
abou
t the
new
sys
tem
.
Pl
an h
ow lo
ng it
will
take
to c
omp
lete
the
pro
ject
, and
talk
to th
e
team
onc
e a
wee
k to
hel
p m
ake
sure
it a
ll ha
pp
ens
in ti
me.
CH
ALL
ENG
E 1
RE
SEA
RC
H W
HA
T
CR
OP
S C
AN
BE
GR
OW
N
NE
XT
TO E
AC
H O
THE
R IN
FA
RM
S TO
HE
LP T
HE
M G
RO
W
WIT
HO
UT
HA
RM
FUL
CH
EM
ICA
LS
AN
D IN
A W
AR
ME
R C
LIM
ATE
JOB
S IN
TH
E T
EA
M:
W
rite
dow
n a
pla
n of
tim
es a
nd lo
catio
ns to
pla
nt a
nd te
st th
e ve
get
able
s.
C
olle
ct s
ampl
es o
f eac
h pl
ant a
nd th
e so
il ar
ound
them
for t
estin
g.
O
rgan
ise
a co
nfer
ence
so
that
sci
entis
ts c
an s
hare
the
resu
lts o
f th
e te
sts.
Pl
ant a
ll th
e cr
ops
in e
ach
test
fiel
d, m
akin
g s
ure
ever
ythi
ng
is m
arke
d c
lear
ly, a
nd c
heck
them
onc
e a
wee
k.
D
esig
n a
leafl
et e
xpla
inin
g w
hy th
e re
sear
ch is
imp
orta
nt,
wor
king
with
sci
entis
ts to
mak
e su
re it
’s c
orre
ct.
In
stal
l wea
ther
and
soi
l sen
sors
in th
e te
st fi
eld
s, a
nd c
reat
e g
rap
hs fr
om th
e d
ata.
W
rite
a co
mp
uter
pro
gra
m to
aut
omat
ical
ly c
ontr
ol w
ater
sp
rinkl
ers
in th
e te
st fi
eld
.
Pl
an w
hat w
ork
othe
r mem
ber
s of
the
team
hav
e to
do,
and
talk
to
them
all
once
a w
eek
to h
elp
mak
e su
re it
all
hap
pen
s at
the
right
tim
e.
CH
ALL
ENG
E 2
DE
VE
LOP
A N
EW
C
OM
PUTE
R S
YST
EM
FO
R
A H
OSP
ITA
L TO
MA
KE
SU
RE
PA
TIE
NTS
WH
O A
RE
TH
E
MO
ST S
ICK
GE
T SE
EN
FIR
ST
JOB
S IN
TH
E T
EA
M:
Fi
nd o
ut h
ow th
e cu
rren
t sys
tem
wor
ks b
y lo
okin
g at
hos
pita
l rec
ords
.
Ta
lk to
cur
rent
pat
ient
s ab
out w
hat t
hey
thin
k ab
out t
he c
urre
nt
syst
em.
Ru
n a
60 m
inut
e se
ssio
n w
ith h
osp
ital s
taff
to g
et th
eir i
dea
s ab
out h
ow a
new
sys
tem
cou
ld w
ork.
C
reat
e a
test
com
put
er p
rog
ram
to s
how
sta
ff h
ow it
wou
ld w
ork.
W
ork
with
doc
tors
and
nur
ses
to c
reat
e a
list o
f whi
ch il
lnes
ses
sh
ould
be
seen
firs
t and
whi
ch s
houl
d b
e se
en la
st, a
nd w
hy.
D
esig
n ex
amp
les
of s
igns
to te
ll p
atie
nts
abou
t the
new
sys
tem
.
Pl
an h
ow lo
ng it
will
take
to c
omp
lete
the
pro
ject
, and
talk
to th
e
team
onc
e a
wee
k to
hel
p m
ake
sure
it a
ll ha
pp
ens
in ti
me.
CH
ALL
ENG
E 1
RE
SEA
RC
H W
HA
T
CR
OP
S C
AN
BE
GR
OW
N
NE
XT
TO E
AC
H O
THE
R IN
FA
RM
S TO
HE
LP T
HE
M G
RO
W
WIT
HO
UT
HA
RM
FUL
CH
EM
ICA
LS
AN
D IN
A W
AR
ME
R C
LIM
ATE
JOB
S IN
TH
E T
EA
M:
W
rite
dow
n a
pla
n of
tim
es a
nd lo
catio
ns to
pla
nt a
nd te
st th
e ve
get
able
s.
C
olle
ct s
ampl
es o
f eac
h pl
ant a
nd th
e so
il ar
ound
them
for t
estin
g.
O
rgan
ise
a co
nfer
ence
so
that
sci
entis
ts c
an s
hare
the
resu
lts o
f th
e te
sts.
Pl
ant a
ll th
e cr
ops
in e
ach
test
fiel
d, m
akin
g s
ure
ever
ythi
ng
is m
arke
d c
lear
ly, a
nd c
heck
them
onc
e a
wee
k.
D
esig
n a
leafl
et e
xpla
inin
g w
hy th
e re
sear
ch is
imp
orta
nt,
wor
king
with
sci
entis
ts to
mak
e su
re it
’s c
orre
ct.
In
stal
l wea
ther
and
soi
l sen
sors
in th
e te
st fi
eld
s, a
nd c
reat
e g
rap
hs fr
om th
e d
ata.
W
rite
a co
mp
uter
pro
gra
m to
aut
omat
ical
ly c
ontr
ol w
ater
sp
rinkl
ers
in th
e te
st fi
eld
.
Pl
an w
hat w
ork
othe
r mem
ber
s of
the
team
hav
e to
do,
and
talk
to
them
all
once
a w
eek
to h
elp
mak
e su
re it
all
hap
pen
s at
the
right
tim
e.
CH
ALL
ENG
E 2
sup
po
rted
by
sup
po
rted
by
RE
DE
SIG
N T
HE
HA
ND
C
ON
TRO
LLE
RS
FOR
A V
.R.
HE
AD
SET
SO T
HA
T TH
EY
AR
E
MO
RE
CO
MFO
RTA
BLE
AN
D C
AN
B
E U
SED
BY
PE
OPL
E W
ITH
AR
THR
ITIS
JOB
S IN
TH
E T
EA
M:
Ta
lk w
ith p
hysi
othe
rap
ists
to c
reat
e a
list o
f id
eas
for t
he s
hap
e
of th
e co
ntro
ller.
Sk
etch
idea
s fo
r the
con
trol
ler u
sing
pen
s, p
aint
and
a ta
ble
t.
B
uild
a 3
D d
igita
l mod
el o
f the
idea
s g
iven
to y
ou b
y th
e 2D
d
esig
n te
am.
Te
st th
e co
ntro
llers
by
wor
king
with
a g
roup
of p
eopl
e w
ith a
rthr
itis.
W
rite
the
cod
e to
con
trol
whe
n th
e co
ntro
ller m
ovem
ents
aff
ect
the
app.
U
se c
amer
as a
nd c
omp
uter
s in
a s
tud
io to
cap
ture
the
mov
emen
ts
of p
eopl
e’s
hand
s.
Sc
ulpt
pro
toty
pe c
ontro
llers
out
of p
olym
er c
lay
to b
e us
ed in
test
ing.
C
reat
e a
list o
f cos
ts fo
r eac
h pa
rt o
f the
con
trol
ler t
o fin
d o
ut h
ow
muc
h it
wou
ld c
ost t
o m
ake.
CH
ALL
ENG
E 3
CR
EA
TE B
LUE
TOO
TH
HE
AD
PH
ON
ES
THA
T
MO
NIT
OR
TH
E U
SER
’S S
TRE
SS
LEV
ELS
AN
D H
AS
AN
AP
P T
O
SHO
W W
AY
S TO
CO
NTR
OL
STR
ESS
JOB
S IN
TH
E T
EA
M:
D
esig
n a
head
ban
d th
at s
its c
omfo
rtab
ly b
ut h
as s
enso
rs th
at
touc
h th
e p
erso
n’s
skin
.
W
rite
a co
mp
uter
pro
gra
m th
at s
how
s th
e us
er’s
str
ess
leve
ls o
n th
e sc
reen
.
D
esig
n ho
w th
e ap
p lo
oks
so th
at it
is e
asy
and
fun
to u
se.
C
reat
e a
wiri
ng d
iag
ram
for t
he e
lect
roni
cs in
sid
e th
e he
adp
hone
s, u
sing
des
ign
soft
war
e.
Pl
an w
hat w
ork
othe
r mem
ber
s of
the
team
hav
e to
do,
and
talk
to
them
all
once
a w
eek
to h
elp
mak
e su
re it
all
hap
pen
s at
the
right
tim
e.
D
ecid
e w
hat p
rice
the
head
pho
nes
shou
ld b
e, u
sing
info
rmat
ion
abou
t oth
er h
ead
pho
nes
and
the
pla
ces
you
will
sel
l the
m.
Re
cord
an
adve
rt fo
r the
hea
dp
hone
s us
ing
acto
rs a
nd a
dire
ctor
.
Fi
nd th
e b
est p
rice
for a
ll th
e co
mp
onen
ts o
f the
hea
dp
hone
s an
d o
rder
them
all
to a
rriv
e in
tim
e fo
r man
ufac
turin
g.
CH
ALL
ENG
E 4
BU
ILD
A S
CH
OO
L A
ND
C
OM
MU
NIT
Y C
EN
TRE
ON
TH
E S
AM
E S
ITE
, WIT
H D
IFFE
RE
NT
TEA
MS
OF
PLA
NN
ER
S A
ND
C
ON
STR
UC
TIO
N W
OR
KE
RS
JOB
S IN
TH
E T
EA
M:
H
elp
con
stru
ct o
ne o
f the
bui
ldin
gs
usin
g y
our s
kills
in w
eld
ing
an
d b
rickl
ayin
g.
Sk
etch
a 2
D p
lan
of w
here
the
foot
pat
hs w
ill b
e on
the
site
, m
akin
g s
ure
they
are
sui
tab
le fo
r all
user
s.
Ta
lk w
ith m
emb
ers
of th
e co
mm
unity
to d
ecid
e w
hat t
he n
ew
bui
ldin
g s
houl
d b
e us
ed fo
r.
W
ork
with
loca
l sch
ool g
roup
s to
mak
e ou
tdoo
r art
for t
he n
ew s
ite.
Pl
an a
tim
ing
sch
edul
e fo
r whe
n ea
ch te
am w
ill h
ave
acce
ss to
th
e si
te to
dro
p o
ff e
qui
pm
ent a
nd b
uild
ing
mat
eria
ls.
W
rite
a re
por
t to
help
con
vinc
e th
e co
unci
l to
giv
e an
d e
xtra
£1
00,0
00 to
the
pro
ject
.
D
esig
n th
e la
yout
of t
he s
choo
l so
that
eac
h d
epar
tmen
t is
soun
dp
roof
ed a
nd h
as it
s ow
n co
lour
sch
eme.
CH
ALL
ENG
E 5
TEST
A N
EW
CYC
LE
BR
IDG
E P
RO
TOT
YPE
TO
D
EC
IDE
IF IT
’S S
AFE
FO
R H
EA
VY
E
-BIK
ES
AN
D C
AR
GO
BIK
ES
JOB
S IN
TH
E T
EA
M:
A
ttac
h se
nsor
s to
the
brid
ge
that
mon
itor i
ts m
ovem
ent.
W
rite
a re
por
t to
the
Gov
ernm
ent a
bou
t how
cyc
le b
ridg
es
shou
ld b
e m
ade
in th
e fu
ture
.
Fi
nd p
eop
le w
ho c
an te
st th
e b
ridg
e b
y cy
clin
g o
ver i
t on
heav
y
bik
es a
nd p
ay th
em to
be
ther
e on
a te
stin
g d
ay.
C
reat
e g
rap
hs a
nd in
fog
rap
hics
from
the
resu
lts fr
om s
enso
rs
on th
e b
ridg
e.
C
alcu
late
how
muc
h it
wou
ld c
ost t
o ch
ang
e ev
ery
cycl
e b
ridg
e
in S
cotla
nd to
bec
ome
stro
nger
.
C
reat
e a
dig
ital 3
D m
odel
of t
he b
ridg
e to
hel
p w
ith te
stin
g.
D
ecid
e w
hat m
ater
ial t
o us
e if
the
brid
ge
need
s re
info
rcem
ents
.
B
uild
the
pro
toty
pe
brid
ge
by
wel
din
g s
teel
gird
ers,
usi
ng
des
ign
pla
ns.
CH
ALL
ENG
E 6
RE
DE
SIG
N T
HE
HA
ND
C
ON
TRO
LLE
RS
FOR
A V
.R.
HE
AD
SET
SO T
HA
T TH
EY
AR
E
MO
RE
CO
MFO
RTA
BLE
AN
D C
AN
B
E U
SED
BY
PE
OPL
E W
ITH
AR
THR
ITIS
JOB
S IN
TH
E T
EA
M:
Ta
lk w
ith p
hysi
othe
rap
ists
to c
reat
e a
list o
f id
eas
for t
he s
hap
e
of th
e co
ntro
ller.
Sk
etch
idea
s fo
r the
con
trol
ler u
sing
pen
s, p
aint
and
a ta
ble
t.
B
uild
a 3
D d
igita
l mod
el o
f the
idea
s g
iven
to y
ou b
y th
e 2D
d
esig
n te
am.
Te
st th
e co
ntro
llers
by
wor
king
with
a g
roup
of p
eopl
e w
ith a
rthr
itis.
W
rite
the
cod
e to
con
trol
whe
n th
e co
ntro
ller m
ovem
ents
aff
ect
the
app.
U
se c
amer
as a
nd c
omp
uter
s in
a s
tud
io to
cap
ture
the
mov
emen
ts
of p
eopl
e’s
hand
s.
Sc
ulpt
pro
toty
pe c
ontro
llers
out
of p
olym
er c
lay
to b
e us
ed in
test
ing.
C
reat
e a
list o
f cos
ts fo
r eac
h pa
rt o
f the
con
trol
ler t
o fin
d o
ut h
ow
muc
h it
wou
ld c
ost t
o m
ake.
CH
ALL
ENG
E 3
CR
EA
TE B
LUE
TOO
TH
HE
AD
PH
ON
ES
THA
T
MO
NIT
OR
TH
E U
SER
’S S
TRE
SS
LEV
ELS
AN
D H
AS
AN
AP
P T
O
SHO
W W
AY
S TO
CO
NTR
OL
STR
ESS
JOB
S IN
TH
E T
EA
M:
D
esig
n a
head
ban
d th
at s
its c
omfo
rtab
ly b
ut h
as s
enso
rs th
at
touc
h th
e p
erso
n’s
skin
.
W
rite
a co
mp
uter
pro
gra
m th
at s
how
s th
e us
er’s
str
ess
leve
ls o
n th
e sc
reen
.
D
esig
n ho
w th
e ap
p lo
oks
so th
at it
is e
asy
and
fun
to u
se.
C
reat
e a
wiri
ng d
iag
ram
for t
he e
lect
roni
cs in
sid
e th
e he
adp
hone
s, u
sing
des
ign
soft
war
e.
Pl
an w
hat w
ork
othe
r mem
ber
s of
the
team
hav
e to
do,
and
talk
to
them
all
once
a w
eek
to h
elp
mak
e su
re it
all
hap
pen
s at
the
right
tim
e.
D
ecid
e w
hat p
rice
the
head
pho
nes
shou
ld b
e, u
sing
info
rmat
ion
abou
t oth
er h
ead
pho
nes
and
the
pla
ces
you
will
sel
l the
m.
Re
cord
an
adve
rt fo
r the
hea
dp
hone
s us
ing
acto
rs a
nd a
dire
ctor
.
Fi
nd th
e b
est p
rice
for a
ll th
e co
mp
onen
ts o
f the
hea
dp
hone
s an
d o
rder
them
all
to a
rriv
e in
tim
e fo
r man
ufac
turin
g.
CH
ALL
ENG
E 4
BU
ILD
A S
CH
OO
L A
ND
C
OM
MU
NIT
Y C
EN
TRE
ON
TH
E S
AM
E S
ITE
, WIT
H D
IFFE
RE
NT
TEA
MS
OF
PLA
NN
ER
S A
ND
C
ON
STR
UC
TIO
N W
OR
KE
RS
JOB
S IN
TH
E T
EA
M:
H
elp
con
stru
ct o
ne o
f the
bui
ldin
gs
usin
g y
our s
kills
in w
eld
ing
an
d b
rickl
ayin
g.
Sk
etch
a 2
D p
lan
of w
here
the
foot
pat
hs w
ill b
e on
the
site
, m
akin
g s
ure
they
are
sui
tab
le fo
r all
user
s.
Ta
lk w
ith m
emb
ers
of th
e co
mm
unity
to d
ecid
e w
hat t
he n
ew
bui
ldin
g s
houl
d b
e us
ed fo
r.
W
ork
with
loca
l sch
ool g
roup
s to
mak
e ou
tdoo
r art
for t
he n
ew s
ite.
Pl
an a
tim
ing
sch
edul
e fo
r whe
n ea
ch te
am w
ill h
ave
acce
ss to
th
e si
te to
dro
p o
ff e
qui
pm
ent a
nd b
uild
ing
mat
eria
ls.
W
rite
a re
por
t to
help
con
vinc
e th
e co
unci
l to
giv
e an
d e
xtra
£1
00,0
00 to
the
pro
ject
.
D
esig
n th
e la
yout
of t
he s
choo
l so
that
eac
h d
epar
tmen
t is
soun
dp
roof
ed a
nd h
as it
s ow
n co
lour
sch
eme.
CH
ALL
ENG
E 5
TEST
A N
EW
CYC
LE
BR
IDG
E P
RO
TOT
YPE
TO
D
EC
IDE
IF IT
’S S
AFE
FO
R H
EA
VY
E
-BIK
ES
AN
D C
AR
GO
BIK
ES
JOB
S IN
TH
E T
EA
M:
A
ttac
h se
nsor
s to
the
brid
ge
that
mon
itor i
ts m
ovem
ent.
W
rite
a re
por
t to
the
Gov
ernm
ent a
bou
t how
cyc
le b
ridg
es
shou
ld b
e m
ade
in th
e fu
ture
.
Fi
nd p
eop
le w
ho c
an te
st th
e b
ridg
e b
y cy
clin
g o
ver i
t on
heav
y
bik
es a
nd p
ay th
em to
be
ther
e on
a te
stin
g d
ay.
C
reat
e g
rap
hs a
nd in
fog
rap
hics
from
the
resu
lts fr
om s
enso
rs
on th
e b
ridg
e.
C
alcu
late
how
muc
h it
wou
ld c
ost t
o ch
ang
e ev
ery
cycl
e b
ridg
e
in S
cotla
nd to
bec
ome
stro
nger
.
C
reat
e a
dig
ital 3
D m
odel
of t
he b
ridg
e to
hel
p w
ith te
stin
g.
D
ecid
e w
hat m
ater
ial t
o us
e if
the
brid
ge
need
s re
info
rcem
ents
.
B
uild
the
pro
toty
pe
brid
ge
by
wel
din
g s
teel
gird
ers,
usi
ng
des
ign
pla
ns.
CH
ALL
ENG
E 6
CO
NV
ER
T A
N O
LD S
TON
E
QU
AR
RY
INTO
AN
OU
TDO
OR
W
ATE
RSP
OR
TS C
EN
TRE
WIT
H A
SO
LAR
PO
WE
RE
D V
ISIT
OR
CE
NTR
E
JOB
S IN
TH
E T
EA
M:
Fi
nd o
ut h
ow m
uch
elec
tric
ity c
ould
be
gen
erat
ed fr
om s
olar
p
anel
s on
the
roof
and
nex
t to
the
pat
hs.
D
esig
n th
e w
akeb
oard
ing
and
can
oe c
ours
es to
mak
e th
em
acce
ssib
le to
any
one.
C
reat
e a
pla
n fo
r the
sta
ff n
eed
ed, i
nclu
din
g w
orki
ng ti
mes
an
d t
ype
of jo
bs.
Ta
lk to
loca
l res
iden
ts a
bou
t wha
t the
y w
ant f
rom
the
visi
tor
cent
re, l
ike
a ca
fe o
r fre
e b
ike
hire
.
Ke
ep tr
ack
of h
ow m
uch
each
par
t of t
he p
roje
ct is
sp
end
ing
, an
d u
pd
ate
ever
yone
onc
e a
wee
k.
D
esig
n th
e ou
tsid
e of
the
visi
tor c
entr
e an
d th
e p
aths
so
that
it
fits
in w
ith th
e la
ndsc
ape.
D
esig
n th
e in
sid
e of
the
cent
re s
o th
at it
look
s in
tere
stin
g a
nd
has
spac
e fo
r any
gro
up to
mee
t.
C
reat
e a
vid
eo a
dve
rt fo
r the
cen
tre
to g
o on
soc
ial m
edia
and
TV.
CH
ALL
ENG
E 7
INST
ALL
5 N
EW
TID
AL
E
LEC
TRIC
ITY
TU
RB
INE
S,
AN
D M
AK
E S
UR
E T
HA
T TH
EY
D
ON
’T S
PO
IL T
HE
LA
ND
SCA
PE
OR
HA
RM
WIL
DLI
FE
CH
ALL
ENG
E 8
JOB
S IN
TH
E T
EA
M:
C
reat
e a
map
of t
he a
rea,
incl
udin
g a
ny w
ildlif
e, b
y vi
sitin
g w
ith
a b
oat a
nd c
amer
as.
Pl
an h
ow a
ll th
e p
arts
for t
he tu
rbin
es a
nd b
uild
ing
s w
ill g
et to
th
e si
te a
t the
rig
ht ti
me.
C
reat
e a
repo
rt g
ivin
g de
tails
abo
ut w
hich
pla
nts
or a
nim
als
may
be
dist
urbe
d du
ring
inst
alla
tion.
Ke
ep tr
ack
of a
ll th
e co
sts
invo
lved
in th
e p
roje
ct a
nd u
pd
ate
the
team
eve
ry w
eek.
O
rgan
ise
all t
he d
etai
ls to
get
a s
hip
pin
g c
omp
any
to lo
ad th
e tu
rbin
es o
nto
a b
oat a
nd th
en lo
wer
them
into
pla
ce u
nder
wat
er.
C
reat
e a
3D m
ap o
f the
sea
bed
with
the
turb
ines
in p
lace
.
M
ake
a lis
t of a
ll th
e an
imal
s th
at m
ay v
isit
the
area
at d
iffer
ent
times
dur
ing
the
year
and
hig
hlig
ht a
ny th
at a
re e
ndan
ger
ed.
C
reat
e an
info
rmat
ion
leafl
et to
giv
e ou
t to
the
loca
l com
mun
ity
exp
lain
ing
the
pro
ject
.
CO
NV
ER
T A
N O
LD S
TON
E
QU
AR
RY
INTO
AN
OU
TDO
OR
W
ATE
RSP
OR
TS C
EN
TRE
WIT
H A
SO
LAR
PO
WE
RE
D V
ISIT
OR
CE
NTR
E
JOB
S IN
TH
E T
EA
M:
Fi
nd o
ut h
ow m
uch
elec
tric
ity c
ould
be
gen
erat
ed fr
om s
olar
p
anel
s on
the
roof
and
nex
t to
the
pat
hs.
D
esig
n th
e w
akeb
oard
ing
and
can
oe c
ours
es to
mak
e th
em
acce
ssib
le to
any
one.
C
reat
e a
pla
n fo
r the
sta
ff n
eed
ed, i
nclu
din
g w
orki
ng ti
mes
an
d t
ype
of jo
bs.
Ta
lk to
loca
l res
iden
ts a
bou
t wha
t the
y w
ant f
rom
the
visi
tor
cent
re, l
ike
a ca
fe o
r fre
e b
ike
hire
.
Ke
ep tr
ack
of h
ow m
uch
each
par
t of t
he p
roje
ct is
sp
end
ing
, an
d u
pd
ate
ever
yone
onc
e a
wee
k.
D
esig
n th
e ou
tsid
e of
the
visi
tor c
entr
e an
d th
e p
aths
so
that
it
fits
in w
ith th
e la
ndsc
ape.
D
esig
n th
e in
sid
e of
the
cent
re s
o th
at it
look
s in
tere
stin
g a
nd
has
spac
e fo
r any
gro
up to
mee
t.
C
reat
e a
vid
eo a
dve
rt fo
r the
cen
tre
to g
o on
soc
ial m
edia
and
TV.
CH
ALL
ENG
E 7
INST
ALL
5 N
EW
TID
AL
E
LEC
TRIC
ITY
TU
RB
INE
S,
AN
D M
AK
E S
UR
E T
HA
T TH
EY
D
ON
’T S
PO
IL T
HE
LA
ND
SCA
PE
OR
HA
RM
WIL
DLI
FE
CH
ALL
ENG
E 8
JOB
S IN
TH
E T
EA
M:
C
reat
e a
map
of t
he a
rea,
incl
udin
g a
ny w
ildlif
e, b
y vi
sitin
g w
ith
a b
oat a
nd c
amer
as.
Pl
an h
ow a
ll th
e p
arts
for t
he tu
rbin
es a
nd b
uild
ing
s w
ill g
et to
th
e si
te a
t the
rig
ht ti
me.
C
reat
e a
repo
rt g
ivin
g de
tails
abo
ut w
hich
pla
nts
or a
nim
als
may
be
dist
urbe
d du
ring
inst
alla
tion.
Ke
ep tr
ack
of a
ll th
e co
sts
invo
lved
in th
e p
roje
ct a
nd u
pd
ate
the
team
eve
ry w
eek.
O
rgan
ise
all t
he d
etai
ls to
get
a s
hip
pin
g c
omp
any
to lo
ad th
e tu
rbin
es o
nto
a b
oat a
nd th
en lo
wer
them
into
pla
ce u
nder
wat
er.
C
reat
e a
3D m
ap o
f the
sea
bed
with
the
turb
ines
in p
lace
.
M
ake
a lis
t of a
ll th
e an
imal
s th
at m
ay v
isit
the
area
at d
iffer
ent
times
dur
ing
the
year
and
hig
hlig
ht a
ny th
at a
re e
ndan
ger
ed.
C
reat
e an
info
rmat
ion
leafl
et to
giv
e ou
t to
the
loca
l com
mun
ity
exp
lain
ing
the
pro
ject
.
2021
