A Submission Guideline for Lead Schools and Teachers

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1 THE FALCON INITIATIVE THE GUIDELINE DOCUMENT A Submission Guideline for Lead Schools and Teachers Introduction 1. Thank you for the interest from your school/academy to put forward a proposal to be selected as the Lead School for this project. The Royal Aeronautical Society is delighted that you are keen to take on this exciting challenge. 2. This document is to give you information that we hope will help you make your best possible proposal. It also draws your attention to the commitments you will be making and the responsibilities that you would be undertaking if successful. 3. If you have any detailed queries that are not covered below please ring the Schools Build a Plane Project Officer or Impact and Outreach Officer on Naturally, no discussion can take place on how to make your proposal specifically more attractive than others. 4. Your proposal must use the separate Application Form. Use this Guidance for help in completing the different sections. 5. The schools should propose a Prototype design, the build time of which should be completed within 6 months and the Final Build phase design, which should be completed in 1½ years. From the applications received, ten schools shall be chosen for the Prototype Build Phase. At the end of the prototype phase, the prototype projects will be judged in two regional finals where all schools shall gather together. Prizes shall then be allocated accordingly at the end of the day with a small reception at the venue; two schools (one from each region) will be allocated funds to complete the Final Build Phase and monetary prizes to promote STEM activities will be awarded to runners up. 6. Throughout each stage the selection will be made by a specially-formed Royal Aeronautical Society Panel and their decision will be final with no mechanism for appeal. They will consider all bids that are received at the offices of the Society by 13 th July The ten applicants to be awarded will be individually informed of the results of the selection by 14 th September The prototype build deadline is 21 st March The full flight simulator build deadline is 20 th June On completion of the prototype build, the schools shall attend a reception event at a prestigious location where the builds shall be presented to the judges and programme supporters Boeing UK. Schools will be required to showcase the simulator at key shows and events alongside SBAP aircraft. The simulators shall also be required to tour other

2 schools and youth groups in the local area and in order to maximise outreach. Key Project Aims 11. When making your proposal please ensure that you consider the key aims of this project from the perspective of the principal sponsor (the Boeing Company Ltd) and the Royal Aeronautical Society. These are summarised as: To inspire and motivate year-olds by providing them with a practical, fun and educationally-relevant engineering and business project demonstrating the practical application of Science, Technology, Engineering and Maths (STEM) subjects in the real world; encourage greater take-up of STEM subjects with a targeted activity which relates directly to the curriculum; act as a pilot for potential use in projects for pupils studying for the new Engineering and other relevant diplomas, covering a broad cross-section of young people including girls and other under-represented groups, demonstrating that aviation is available to all parts of the community. 12. The proposal should demonstrate manufacturing techniques such as: 3D printing Composite manufacture Advanced electronics Virtual reality Software development and application Implementation of actuators or other method of movement simulation Sustainability The Lead School must demonstrate that they (or a partner school) have the facilities to complete the processes put forward in the proposal and that they can meet all of the required Health and Safety requirements. An important aspect of the project s aims is the inclusion of traditionally underrepresented groups within STEM and aviation. Please demonstrate in your application how these groups will be both directly involved in the project and within the wider dissemination context. Other Information 1. Constructing a simulator is perfectly possible for young people and previous projects have been successful. However, the project is, intentionally, challenging and careful consideration is required before a school submits a proposal. To help your thinking about the project and your proposal, Annex A contains background on what is necessary to build a simulator and identifies some of the points you will want to consider. Note that guidance for teachers and pupils from the winning schools will be available from the Royal Aeronautical Society (RAeS). 2. Although a complex project like this requires a number of rules and agreements, it is the Society s intention to keep things as straightforward as we can. Some introductory financial and legal details will be found in Annex C. Please ensure you understand these and are content with them. 3. The construction of the flight simulator and usage are the most visible aspects of the

3 project. However, the wider educational aspects in particular the disseminating activities to the wider local community in your area, the learning and development of participating teachers and reporting their experiences within the teaching community at national level is vital. These wider educational aspects will touch many more people than the build itself. 4. We also attach importance to the breadth of your outreach work, and especially how you will engage the interest of under-represented groups, not only in the design and build part of the project but also in its dissemination. 5. Further information on these wider aspects will be found in Annex D and you should ensure you understand the project aims and how you could meet them before you prepare your proposal. Completing the application form 13. Your proposal should be arranged as shown on the separate Application Form. Briefly these are: 14. Section 1 Contact information for the Lead school 15. Section 2 Contact information for Lead school s staff project leader. 16. Section 3 Proposed project partner information (i.e. other schools, external partners). You need to include details on how you can get support from businesses or schools in your local area, for example sponsoring aspects such as providing tools, fuel or paint, old aircraft parts or promoting the project locally (e.g. local newspaper). 17. Section 4 Proposed student participation numbers. It is intended that the simulator design and build will involve a minimum of 10 people, inclusive of teachers and pupils, and be divided into segments that will allow other students to take part. Furthermore, the project should be widely promoted within the participating schools and in the local community, e.g. through presentations to the whole school involving pupils in other activities connected to the project, creating a dedicated area on the school website for young people/parents etc.; to school open days, teachers presenting their experience at relevant conferences etc. The total dissemination should reach 400 people at minimum and you will need to show what kind of activities you will carry out to achieve this. 18. Section 5 Why your school? The specific benefits for both teaching staff and students you expect to gain if successful, how successful completion of this project will help you realise your school s overall objectives and those of your local partners. Your school s overall commitment and interest in STEM subjects and aviation. Applications are welcomed from schools who have less experience participating in STEM projects as well as those who have extensive experience 19. Section 6 Simulator design, build process and project management. This should describe the Prototype and Final Build design of the simulator, build allocation of work and how other aspects (e.g. website, publicity, acquiring parts etc.) of the project will be carried out. The Prototype build should result in a working simulator and the Final Build should result in a completed simulator. It should also include how the project will be engaged with the Head, senior leadership of the school, project staff members and students. 20. Section 7 Project dissemination activities. How you intend to meet the objectives outlined in part 4 (student participation) and suggested activities. 21. Section 8 Additional information. Other information you feel is relevant to the application. 22. Section 9 Declarations. The application form and accompanying statement requires three signatures; the Lead School: staff project leader, the head teacher and head of the School s Board of Governors.

4 23. The Royal Aeronautical Society will consider all applications that are received at the offices of the Society by 13 th July Please scan signed copies of the application form and (in addition to the hard copy sent by post). Conclusion We hope that you will see in the Application itself an opportunity for the development of both your school s teachers and pupils and wish you all the best with your entry. FOLLOWING SECTIONS Annex A Suggestions for your project Annex B Simulator Build information Annex C Financial and Legal Considerations Annex D Educational widening of project and dissemination activities

5 SUBMISSION GUIDELINES FOR LEAD SCHOOLS AND TEACHERS Annex A Suggestions for your project We suggest that you read this section before you start to prepare your bid and then use it as a check list to review your proposal. This will help us to understand your bid fully and give you the best chance of being selected. You will find that consideration of these issues will help you to put forward your ideas for the project very much more effectively. Talk to your Local Liaison Officer! You can find your local RAeS branch on the society website or by following the link below: Our branch members have a wealth of experience in aerospace disciplines. It is not essential to make contact with your local branch; however they can explain things face to face and can get further help if they are unable to answer a question and may be interested in providing support. If you haven't got a name and contact then please contact the SBAP Project officer or Impact and Outreach Officer at or Objectives: What parts of the school's strategic aims would be served by your taking in this project? This is for the top level staff group in the school to answer. What do you see as the specific benefits that you are seeking to achieve for (a) students (b) staff and (c) for the school as a whole. What benefits would you want to see carried forward beyond the time that you spend on this project? We are keen that schools achieve some lasting benefits - what do you think they should be for your school and how will you achieve these aims? Organisation: The project has multiple parts; the design of the simulator, building and project management. In short it needs organising. Consider how the resources of space, time, people, staff and student managers will work together to get the work done alongside the many other commitments that every school, staff member and student has to meet. A Gantt chart may be a useful planning tool. Communications: We will be in regular contact with schools during the prototype and full simulator project phases. This may include project update requests, invitations to exhibitions, requests to visit schools by Boeing etc. Where possible we will give as much notice as possible but please be aware we may have short notice requests for information/event support in exceptional circumstances.

6 ANNEX B Simulator Building Guide In this section, some considerations relating to the simulator build aspects of the project are outlined as follows and may help you in completing Section 6 of the application form. 1. Location of the Simulator build. The build will be easier if you can have a space set aside for its exclusive use. The simulator will likely take up a space of 5 square meters not including any space needed to build the simulator. When considering the build location, important factors include: The layout of work should be considered so that people can move around and do their work without interfering with others. Secure (lockable and separate) and safe working area and for the storage of parts, tools and equipment Components waiting to be fitted should be stored on appropriate racks and only be used by those asked to fit them. Safety equipment should be provided and clearly marked as appropriate. The space should be kept clean and tidy at all times. 2. Simulator design. Consider a simulator design/diagram which can be used as a basis when it comes to building. This may include projector screens or monitors for a virtual display, a forward fuselage and a seat for the pilot and co-pilot. The simulator should also be transportable so that it can be displayed at events such as air shows. 3. Simulator build breakdown. As one of the key aims is to demonstrate the practical application of STEM subjects in a fun, but educationally-relevant context, consider how you will break down the simulator build to ensure that a minimum of 10 people are involved in the process. For example, you may have different teams for different sections of the build IT, interior design, fuselage design etc. However, the more students are involved the more will have to be trained although the training is relatively straightforward. 4. Teacher development. Although the impact of this project on young people is important, of equal importance is that of teachers developing their practical knowledge and experiences of a STEM project. Therefore for teachers who may have limited experience of aviation and need help in transferring their skills and knowledge to the context of a flight simulator build, support is available from the Royal Aeronautical Society. 5. Risk Assessment. The winning lead school will need to carry out a risk assessment of some of the activities specific to the simulator build. When considering the risk assessment, important factors include: Use of hand or power tools during simulator build (ensuring the tools are safe to use, properly used with appropriate body protection, safely stored and tidied away etc.) The simulator build environment (e.g. trip hazards, host location s fire exit procedures etc.) Supervision procedures ratio of teachers: pupils at any time on the simulator build site and overseeing of pupils while carrying out specific duties. Moving heavy parts (at certain times parts may need to be moved in a certain and coordinated way, overseen by the project manager). Breakages and spillages. 6. Supervision: Teaching staff have great experience in supervising students in a variety of situations. It may be, however, that building a simulator in a workshop environment may have elements new to some. It is essential that students working on the flight simulator are supervised appropriately for safety and content; and this will represent a resource load that needs to be planned. 7. Discipline: It is not for the Society to offer advice on ordinary disciplinary control;

7 members of staff will be very well used to this. However, in this Guidance Note we draw your attention to the special needs of working with machinery and of observing safe and approved practices. This can only be achieved safely in a disciplined environment. 8. Project leadership. The lead school must appoint an appropriate member of its teaching staff as overall project manager of the project. The lead project manager will have overall responsibility for both ensuring the simulator build is completed in a safe and timely manner, as well as the education and dissemination process. He or she will also be responsible for notifying the Royal Aeronautical Society of any likely setbacks or problems that may delay the project as soon as these are known. The lead project manager is expected to sign the declaration in Section 10 of the application form. However, it is also important to allow pupils to take part in the project management process as this is one of the key skills they can develop through the experience. 9. Commitment: The simulator build will likely require commitment over a period of months from both teacher and student participants, as well as any external partners involved. Please ensure that you have full commitment of all teaching staff, pupils and partners you intend to involve in the project, taking into account previous experiences of the Schools and the other pressures that will bear upon the time and energies of the participants and, of course, your knowledge of the individuals and the other organisations who might offer help to you. Remember if your school s prototype is selected for the final two full simulator builds an additional 12 months will be needed to complete this aspect, as well as an engagement in further outreach activities. Other schools/organisations 10. The concept of the programme is that the Lead School should be the principal builder and final assembler of the simulator but may seek out other schools within reach to make sub-assemblies of some parts of the simulator that will feed into the final assembly. The Lead School may also involve other local schools in education and dissemination activities or other parts of the project such as publicity, website development etc. 11. The hours needed to build the simulator will depend on the circumstances of the schools engaged upon it. The time needed to train the students will also have an impact. The estimated build time for the prototype should be 6 months and for the completed simulator another year; total build time should take around 1½ years. The simulator design should be sufficiently complex to be completed in this timeframe. 12. As it s is expected that parts manufacture will be conducted using school facilities other schools may be involved in the build process should the Lead School not posses certain manufacturing equipment. How you apportion the work is up to you. Your partner schools may also want to take part in the other aspects of the project such as organising publicity, finding local sponsors for tools, painting etc. 13. It is important that a minimum of 10 pupils and their teachers are involved in the simulator build, known as direct participants, in addition to those who will be involved in other activities to support the project, and those who will be targeted in the dissemination process. This is to ensure the best use of the considerable resources invested into the project.

8 SUBMISSION GUIDELINES FOR LEAD SCHOOLS AND TEACHERS ANNEX C Financial and legal considerations Financial probity must govern every aspect of the programme. The Society is a Registered Charity and has extensive compliance processes for its work. The financial and contractual responsibilities placed on the schools building the simulator will be straightforward but necessary. They will form a part of the Agreement to be entered into between the Society and the winning lead school. They are summarised in the following points: The Society will not issue cash to any school in advance of a receipted and acceptable invoice for the expenditure. It follows that no expenditure that is not directly related to the simulator should be undertaken without the prior written approval of the Society. The Society will not meet any claim for damages to persons or to property however incurred as a consequence of the build programme or the educational work associated with it. In the event of any serious failure such that the School will not in the future, or has already failed to (1) honour its commitment to progress the build towards completion and/or (2) diligently to pursue the opportunities for the wider educational programme: then the Society may, if attempts to reconcile these issues directly with the School have failed, re-possess any items for which the society was invoiced and take whatever other steps for termination of the agreement shall be decided. These are the main elements of the offer letter that we will discuss with the winning school. Please note that the project cannot start until we have the agreement of the Board of Governors to this document. You will want to examine in detail how this would be achieved before a funding decision is made.

9 SUBMISSION GUIDELINES FOR LEAD SCHOOLS AND TEACHERS Annex D Educational widening of project and dissemination activities Introduction 1. This project is divided into three distinct parts: (i) the Simulator Build and resulting STEM learning opportunities for participating teachers and pupils; (ii) related transferable skills development gained, such as project management, team work, communication, commercial awareness and for teachers, direct experience of working with pupils on a large-scale engineering project; (iii) dissemination of the progress and outcomes of the project locally and nationally, to both other young people and to the wider teaching community as an educational opportunity. 2. Schools are responsible for ensuring that both the simulator build and outreach programmes are successful. Supporting outreach programmes will help to: (a) ensure awareness and involvement of the local community including other schools, colleges, media, youth groups etc. and (b) ensure that the teachers who have worked on the project are involved in the evaluation process and having recommendations of working on a hands-on STEM project at relevant conferences/educational press etc. 3. The Royal Aeronautical Society and the project sponsor, Boeing UK, will also provide support to the schools involved in disseminating the activities to the wider educational community and national media. 4. The following sections are provided to give you some idea of the components that the selection panel regard as useful possibilities. These ideas do not represent an exhaustive list and you are free to propose any combination of methods that will provide students and others in your region of the country with the opportunity to gain from the build programme. Our target is to bring the programme and the associated opportunities to a relevant target audience of at least 400 but you may want to exceed this substantially. Simulator Build Project Other Possible Related Activities for Teachers/Pupils 1. PR and Media Relations: Pupils/teachers from the schools consortium could take part in the project by taking key responsibility for publicising the activity to local media and other schools e.g. Produce a dedicated website Liaise with other schools to arrange talks from the teacher and student builders to other pupils Write articles for school newsletters, local newspapers and RAeS publications Contact local TV and radio stations Create video and audio content for website with interviews with teachers and builders etc. 2. Project Management and Financial Monitoring: Pupils/teachers with an interest in Business and Enterprise can also support the build team acting as financial and/or project managers, in partnership with teachers and be involved in finding local business partners, donors and support. For example, the simulator build could be designed as a mini-enterprise and run in the same way as a small business. 3. Art, Design, History and Geography: Art students could provide a visual record of the project using a variety of media, such as painting and drawing, photography, multimedia etc.; be involved in the simulation aircraft livery selection/design; research the history of aviation art; organise a photographic exhibition of the project within the school or local library etc. History students may wish carry out projects into the history of flight and the first century of powered flight etc. Geography students may wish to research the local

10 aerospace industry in their area, and the impact on the local economy or examine wider issues relating to aviation such as the environmental impact of aviation. 4. IT: There will likely be heavy IT involvement in the simulator build. IT students could help with aircraft software, avionics, fly-by-wire systems, flight simulation etc. Project Impact and Dissemination In addition to the above, schools will be expected to take a leading role in the dissemination and evaluation process of the project outcomes. Possible activities could include: 1. Teachers involved in the project to present their experiences and learning outcomes of taking part to other teachers. 2. Teachers and pupils to produce learning packs for use in future projects by other schools. 3. Teachers involved in project can produce talks to be given to local Royal Aeronautical Society Branch Lecture events or branches of other professional engineering institutes etc. 4. Presentation of the project and aviation in general at Royal Aeronautical Society Cool Aeronautics events for primary schools. 5. Participating teachers to act as mentors/promoters for future projects to help other teachers with technical understanding etc. 6. Hosting information events for future school projects. 7. Producing videos etc. for possible promotion to media channels such as Teachers TV etc.

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