UK CURRICULUM & LEARNING ...Preparing for the future


since its launch in 2000. In 2015, the challenge was launched globally through the cloud. Children from as far afield Australia, China and Sweden competed in online races for a place in the world final.


Operated in partnership with the Institution of Engineering and Technology (IET), construction equipment manufacturer JCB, STEM, education consultant Denford, and several leading engineering and education organisations, Land Rover’s 4x4 Challenge is an annual competition for students aged 11–19 to design and build a radio-controlled four-wheel-drive model vehicle.


In 2015/16, 116,000 young people took part. Participants can be accredited through schemes such as CREST (the British Science Association’s flagship programme for young people) and the Duke of Edinburgh’s Award. The Jaguar Primary Schools Challenge, for pupils aged from five to 11, involves designing and manufacturing the fastest car possible in either 2D or 3D. In 2015/16, 16,000 children participated.


The programme is run in partnership with


Engineering in Motion and several leading engineering and education organisations, including Denford, the IET and STEMNET, which provides resources for students, teachers and professionals.


Providing work experience is a key element of JLR’s programme to increase interest in the automotive industry. At each of its five sites, the company offers opportunities


for young people aged 14–18 to learn about careers in engineering, manufacturing and business-related subjects. Its programme won BITC’s Work Inspiration Award 2013.


REINFORCING MATHS AND DIGITAL SKILLS Global consultancy Deloitte is also doing its bit to support the UK economy and the next generation of the workforce. During


his time with the company,


chartered


accountant Colin Hegarty took part in its Reading Partners scheme, helping a pupil in a London school with reading and literacy. He discovered a passion for teaching and for making a difference to disadvantaged young people. Mr Hegarty later resigned from his job to train as a


teacher. He went on to make nearly 2,000 instructional maths videos, which have been used by more than eight million students in over 200 territories around the world. The idea grew from a series of videos he made to help one of his students, who had to study from home because his father was terminally ill.


The videos proved so popular that Colin Hegarty was


named UK Teacher of the Year in 2014. In 2016, he was a finalist in the Global Teacher Prize for his outreach work in the UK. With


financial support from the charity SHINE,


Mr Hegarty is using his success to develop a maths platform, hegartymaths.com, which enables teachers to set their students home learning projects and monitor their progress.


Above & left: Copyright Jaguar Land Rover


92 | relocateglobal.com | Keep Informed


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137  |  Page 138  |  Page 139  |  Page 140  |  Page 141  |  Page 142  |  Page 143  |  Page 144  |  Page 145  |  Page 146  |  Page 147  |  Page 148  |  Page 149  |  Page 150  |  Page 151  |  Page 152  |  Page 153  |  Page 154  |  Page 155  |  Page 156  |  Page 157  |  Page 158  |  Page 159  |  Page 160  |  Page 161  |  Page 162  |  Page 163  |  Page 164  |  Page 165  |  Page 166  |  Page 167  |  Page 168  |  Page 169  |  Page 170  |  Page 171  |  Page 172