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By Amanda Moffat; Design & Technology Teacher & STEM Coordinator, Alderman Peel High School
When you think of Wells-next-the-Sea, you might picture colourful beach huts, big blue skies, and holidaymakers crabbing on the quay. But behind the postcard is a very real challenge: rural isolation, limited access to enrichment opportunities, and a school community where over a quarter of students are eligible for Free School Meals and many face additional barriers to learning.
That’s why our Year 7 Big Bang at School STEM Day mattered so much. We wanted every student- regardless of background, ability, or confidence level - to feel that STEM was for them.
Five Fun Workshops
With the help of local businesses volunteering their time, the STEM Learning Ambassadors programme, and support from Big Bang at School via a Neon bursary, we built the day around a rotational model. Five interactive sessions ran in parallel, with each student rotating through all five. I booked five rooms (easier thanks to Year 11s having finished) so each facilitator could stay in one place while students moved between sessions. The result: high energy, fresh focus, and a strong sense of purpose.
To kickstart careers thinking, we also shared the Energising Futures: Jobs of the Future assembly slide deck with tutors to share during form time. Here’s what students explored:
1. Mars Rover Challenge
Led by retired space engineer and STEM Ambassador Paul McMahon—who worked on the actual Mars Rover—students used K’Nex to design and build model Mars rovers. His career story—full of humour and real insight—made space engineering feel personal and achievable, especially for students who don’t usually identify with STEM.
2. Architecture & City Planning
Delivered by Hudson Architects (Norwich), this session had students design buildings to fit a city footprint. They chose a ‘plot of land’ and created scale models of buildings—with full creative control. As the city expanded throughout the day, they had to think spatially and collaboratively. It was particularly engaging for girls and creative thinkers, and there were several nods to local life—including three Co-ops and several fish and chip shops!
3. Principles of Flight
STEM Ambassadors from RAF Marham opened with a mini-lesson on the science of flight, then challenged students to make and test paper aircraft. Along the way, they learned about aerodynamics—and RAF career paths in aviation and engineering.
4. Sphero BOLT Coding
Funded through a Neon bursary and delivered by Dominic Surry from SkillsSupply, this session introduced simple block-based coding using Sphero robots on a simulated Mars surface. Visually rich, tactile, and accessible, it was a standout for SEND students and those with limited prior experience of coding.
5. Boatbuilding Basics
Local boatbuilders Neil Thompson and Rachel Bould led this workshop on buoyancy, hull design, and water displacement. Students applied their learning to build and test their boats in a paddling pool, choosing materials and refining their designs as they went. The inclusive, low-pressure nature of the task meant all students could succeed—especially those with learning differences or low confidence.
Real-World Relevance, Real-World Role Models
Every session was led by an external facilitator or STEM Ambassador, which brought authenticity and inspiration. Students weren’t just building or coding—they were hearing from professionals in engineering, design, aerospace, and technology.
The boatbuilding and architecture sessions in particular absorbed students completely. The facilitators’ warm and inclusive approach made STEM approachable and real. For many students, especially those with SEND or low STEM confidence, the mix of creativity, making, and conversation made a lasting impact.
Inclusion at the Core
One of the most powerful aspects of the day was how inclusive it felt. With physical making, visual prompts, and plenty of teamwork, students with different strengths all had a chance to shine. Those who might struggle in traditional classroom settings thrived in the practical, applied learning environments.
Girls, SEND learners, and students from lower-income backgrounds engaged fully - and asked thoughtful, confident questions about careers and pathways.
The Lasting Impact
Students left the day excited, inspired, and asking for more. Some joined coding club the very next week. Others talked about becoming engineers or designers. And for many, it was the first time they truly saw themselves in a STEM space.
As one student put it:
“I didn’t know STEM was about designing stuff, solving problems - and building boats!”
Exactly the kind of spark we hoped to light.
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