Young WEIR–WISE Engineering Outreach Programme – Glasgow Gaelic School

School: Glasgow Gaelic School

Type of activity: 2-Day Inspiration Programme

Name of employer: University of Strathclyde

Case Study

Young WEIR–WISE is a national engineering‑outreach initiative delivered by the University of Strathclyde in partnership with the Weir Group. Aimed at S2 girls across Scotland, the programme introduces pupils to engineering through hands‑on activities, problem‑solving challenges, and interaction with female STEM role models. It is designed to spark interest in engineering at a key decision‑making stage before pupils select their National 5 subjects. Our school took part to broaden pupils’ understanding of engineering careers, challenge gender stereotypes, and provide meaningful exposure to university‑level STEM environments. 

The Event 

A group of S2 pupils attended the Young WEIR–WISE “Discovering Engineering” experience at the University of Strathclyde’s Faculty of Engineering. The full‑day event brought together schools from across Scotland for interactive learning, exploration, and practical engineering tasks. 

Welcome and Introduction 

The day opened with a welcome from Faculty of Engineering staff, who outlined the programme’s aims and highlighted the breadth of engineering disciplines at Strathclyde. Pupils heard from female engineers and current students, who shared their pathways into STEM, the challenges they faced, and what motivates them in their careers. 

Hands‑On Engineering Workshops 

Pupils then took part in a series of fast‑paced, practical workshops designed to introduce different branches of engineering. Each activity encouraged collaboration, creativity, and real‑world problem‑solving. 

Mechanical Engineering Challenge 

In the mechanical engineering session, pupils worked in small teams to design and build simple structures or mechanisms using lightweight materials such as dowels, connectors, elastic bands, and card. Their task was to create a structure capable of supporting weight or withstanding force. Teams sketched ideas, tested prototypes, and refined their designs, learning how small adjustments affected stability and performance. Structures were then tested under increasing load, creating plenty of suspense and excitement. The activity emphasised iteration, teamwork, and resilience — core elements of mechanical engineering. 

Environmental & Materials Engineering 

The next workshop introduced environmental and materials engineering. Pupils explored how different materials behave under stress, heat, or pressure, comparing properties such as strength, flexibility, and durability. They completed a mini‑challenge requiring them to select the most suitable material for scenarios such as designing a flood barrier or creating a lightweight but robust component. Discussions highlighted how engineers consider environmental impact, sustainability, and material efficiency when designing solutions. 

Problem‑Solving Stations 

The final practical session involved rotating through quick‑fire engineering challenges. Tasks included building the tallest free‑standing tower from paper and tape, creating simple mechanisms to move objects, and solving logic‑based puzzles under time pressure. These stations encouraged rapid experimentation, critical thinking, and clear communication, with an emphasis on curiosity rather than perfection. 

Role‑Model Engagement and Campus Exploration 

Throughout the day, pupils engaged with women working in engineering roles, hearing about career paths, industry impact, and the importance of diversity in STEM. Pupils also explored parts of the engineering campus, gaining insight into university life and the facilities used by engineering students. This helped demystify higher education and allowed pupils to imagine themselves in similar environments. 

At the end of the day, pupils came together for a final reflection session, sharing what they had learned and which activities inspired them most. Staff highlighted the key messages of the programme and encouraged pupils to keep exploring STEM as they move toward choosing their National 5 subjects. Certificates were presented, photos were taken, and the group left the university energised, proud of their achievements, and excited about the possibilities engineering could offer in the future. 

Objectives:

• Inspire Interest in Engineering: To introduce S2 girls to the breadth of engineering disciplines and spark curiosity about STEM pathways before they make National 5 subject choices. 
• Challenge Gender Stereotypes: To address the under‑representation of women in engineering by providing positive female role models and demonstrating that engineering is accessible to everyone. 
• Develop Key Skills: To build pupils’ confidence in teamwork, communication, creativity, and problem‑solving through hands‑on engineering challenges. 
• Broaden Career Awareness: To help pupils understand the range of engineering careers, routes into the sector, and the relevance of STEM subjects to future opportunities. 

Results/Outcomes:

• Increased Awareness of Engineering Pathways: Pupils gained a clearer understanding of what engineers do, the diversity of roles available, and how engineering impacts society. 
• Improved Confidence in STEM: Many pupils reported feeling more capable and more willing to consider STEM subjects after successfully completing the practical challenges. 
• Positive Shift in Attitudes: The programme helped pupils see engineering as creative, collaborative, and enjoyable — not just technical or “for boys”.

Benefits:

• Exposure to Real Engineering Environments: Visiting the University of Strathclyde gives pupils a first‑hand look at what engineering study and research look like. This demystifies university and helps pupils imagine themselves in similar spaces.
• Access to Positive Female Role Models: Meeting women who work or study in engineering helps pupils see the subject as accessible and relevant to them. It challenges stereotypes and broadens their sense of what’s possible.
• Improved Teamwork and Communication Skills: The practical workshops require pupils to collaborate, share ideas, negotiate roles, and communicate clearly — all essential skills for learning, life, and work.
• Better Understanding of Career Pathways: Pupils learn about the wide range of engineering careers, from mechanical and environmental engineering to materials science and design. They also gain insight into routes such as apprenticeships, university degrees, and industry roles.

Testimonials:

“I didn’t realise engineering involved so much creativity. The hands‑on challenges were my favourite part and now I’m thinking about taking physics next year.” (Pupil 1)

“It was amazing meeting women who actually work in engineering. It made me feel like I could do it too.” (Pupil 2)

“Young WEIR–WISE gave our pupils a powerful insight into engineering careers at exactly the right stage before subject choices. The impact on confidence and aspiration was clear.” (Teacher)