Climate change digital education resource launched by Sir Ben Ainslie’s Great Britain SailGP Team


Created as part of the SailGP’s ‘Race For The Future’ commitment, the resources will be available for free on STEM Crew.

A recent study by Teach the Future found that 7 out of 10 teachers want to teach climate change, but do not have the necessary lessons plans that fit within the curriculum. This alarming stat led the Great Britain SailGP Team, led by Olympic gold medallist and America’s Cup winner Ben Ainslie, to offer a solution.

Created as part of SailGP’s Race for the Future commitment to champion a world powered by nature, the Great Britain SailGP Team and STEM Crew have launched the first in a series of free education resources designed to educate young people on STEM subjects through the lens of climate change.

This first environmental science STEM Crew resource launched on World Oceans Day 2021 in collaboration with Plymouth-based charity the Ocean Conservation Trust (OCT), ahead of the Great Britain Sail Grand Prix taking place in Plymouth on 17-18 July. The resource focusses on ocean acidification and the important role our oceans and plants like seagrass play in tackling climate change by capturing carbon dioxide alongside the world’s rainforests. 

To mark the launch of the educational resource, a live lesson was held at Sir John Hunt Community Sports College in Plymouth on World Oceans Day 2021, the first time the brand-new resource will be used in action. Paul Goodison, Olympic gold medallist and interim driver of the Great Britain SailGP Team dialled into the lesson via video to engage in a live Q&A with the Plymouth children.

On the launch of the new resources Ben Cartledge, CEO of the Trust said: “STEM skills are increasingly important as societies look to innovate and tackle the huge existential issues like climate change and as nations strive to realise the UN’s sustainable development goals in a post-COVID world. We are delighted to have partnered with the Ben Ainslie and his Great Britain SailGP Team to produce the first in a series of environmental science resources.”

Download the resource and test your knowledge now for free here.

Alongside these environmental resources, the Great Britain SailGP Team, STEM Crew and the Plymouth City Council are planning a series of STEM inspired events in the week leading up to the Great Britain Sail Grand Prix on 17-18 July in Plymouth, Britain’s Ocean City. Further details on these activities, and how the public can get involved, will be shared in due course.

The parallels between sport and the lives we all lead

Bringing The America’s Cup, 1851 Trust & All Of Us Together

The parallels between sport and the lives we all lead, highlight how role models are seen to lead and inspire. What connects us is that each and every one of us faces adversity, be it at home, in school, at work or even within elite sport.  

Sport has always influenced others and when brought into education it can invigorate and lead the way from character development to curriculum learning and future career aspirations. The start to 2021 has seen parallels on both sides of the world with INEOS TEAM UK’s efforts to bring home the America’s Cup and the 1851 Trust finding the determination to continue to inspire young people, in a moment in time that has affected everyone and everything. 

The team will return from New Zealand with their heads held high as their quest to win the America’s Cup this year comes to and end. Spirit, commitment and determination has been the backbone of the team throughout their whole campaign. In the words of 1851 Trust Patron and INEOS TEAM UK skipper Sir Ben Ainslie, “We made a commitment to win the America’s Cup, to get it back to Britain and we’re going to do that. As far as I’m concerned, until we do that, then the job isn’t over and we’ve got to keep on going.”  Similarly, back in the UK with the reopening of schools from the 8th of March, we must keep on going, as the country starts to bring people and communities together again.  

CEO of the 1851 Trust, Ben Cartledge looks at the wider responsibilities, of the Trust. Ben says, “When Ben (Ainslie) and the team arrived on the other side of the world the goal has always been to win the America’s Cup. Facing adversity, particularly during the early rounds and the Christmas regattas meant that being reliant on each other is what stages a comeback. Similar to the work back home from the Trust, challenge and resilience is the one thing that defines what we have all faced. Adaptability and personal strength are attributes that every single household in the UK has come to recognise. For every pupil that has had to adjust to life away from school and teachers – finding new skillsets as online video presenters – every individual has persevered to stage their own victory.”  

 A Chance To Look Back 

As the country entered its third lockdown during December, the transition to online delivery was smoother for schools and the Trust team was ready to adapt its Spring Term plans. Ben comments, “The pandemic had resulted in the ability for 1851 Trust to make our learning resources accessible at home. A huge success has been working in partnership with schools. For instance, assemblies still have a role to inspire and bring young people together, for example around themes of resilience, communication and critical thinking, but we created these as workshops to be inclusive at home. What we have done is provide greater support to a network of schools.”
 The transition to digital learning for many schools has understandably been challenging and teachers have had to respond to the changing environment, Ben recognises the importance of working alongside the teachers and not let anyone down, “When you have a digital approach to supporting teachers, it is not there to add complexity but to make things easier for them and find ways to reassure and inspire pupils so they can benefit from having two experts in their virtual classroom – their teacher and STEM Crew.”  The commitment to closing the attainment gap can be read here from a previous article and the Trust continues to adapt its approach to stay aligned with the developing approach to the “recovery” curriculum within the education system.   The team at the 1851 Trust are huge believers in learning by doing and all resources have this as a focus. Whilst in lockdown, what can be achieved has to be attainable at home. There will always be an emphasis on people doing, not just listening.” 

 Being A Trusted (Re)source  

 Initiatives that were introduced in 2020 such as the ZERO Days: Back to school programme and the INEOS 1:59 Challenge inspired resources have helped to respond to a change of behaviour and address back to school life. 
Ben says, “The delivery of learning is also there to inform. For instance, ZERO Days was launched in September 2020. Schools were sharing content with parents with a message to reduce the spread of Covid by encouraging positive behaviour change. By introducing well-known faces such as Lewis Hamilton naturally helped with familiarity. What is delivered has to remain relevant, not just to pupils, but to wider communities.”  Having access to role models, such as marathon runner Eliud Kipchoge who was the inspiration for 1:59 Challenge has helped capture the imagination of pupils and inspire a vision for future careers and to encourage their ambitions when life returns to normal.  In the meantime, these initiatives will support and ignite a passion for learning in young people, as schools re-open in March. 

 What Are The Immediate Challenges?  

Whilst it is natural to have an expectancy for life to return to normal, there is an acknowledgment that the delivery from the 1851 Trust has to recognise the obstacles that schools will need to overcome to achieve this.  Ben explains, “We will all step back into a world with a sense of trepidation. For instance, many pupils have missed continuity of school learning, but also the school community and environment over two academic years, since last March. The ability to build friendships and learn together or face to face has been stripped away from them. The effect on mental health and wellbeing will be apparent. Even the structure to a “normal” school day has been disrupted on a huge scale. There are adjustment challenges and we, as an organisation, have to acknowledge this.” 

“I look at the role of 1851 Trust into 2021 and beyond as a way to recognise the resilience of young people and to get optimism and hope back on track. Character development is just as important as the focus for accessible STEM subjects. Sporting contexts, such as the America’s Cup, offer a fantastic platform to build all these skills.” 

Looking Forwards 

As schools reopen, the emphasis is on finding stability. Alongside prominent sporting events such as the America’s Cup, it highlights sport and education working side by side.  Ben states, “The America’s Cup represents the excitement, risk and reward of sailing. It also shows that participation can take lots of forms when you have an interest and encouragement from the best and most well-known people in sport. The conversations we are currently having with other sports governing bodies and teams have the alignment that sport is accessible to all, no one should ever feel excluded because there are so many ways to get involved.”  The lessons 1851 Trust has taken from the pandemic is the importance of creativity and being adaptable as a team. This has helped them to deliver aspirational, sports-inspired resources to support and invigorate young people whilst for many our worlds have been locked away.” 

Lets Bring To An End 

 To be the best in our chosen fields, from sport to education, we all have to embrace the pressures presented and be aware of the volatility in the world.  In the words of basketball star Michael Jordan, “I’ve missed more than 9,000 shots in my career. I’ve lost almost 300 games. Twenty-six times I’ve been trusted to take the game-winning shot and missed. I’ve failed over and over and over again in my life. And that is why I succeed.” We all have to face adversities to refine, reshape and come out stronger. As INEOS TEAM UK returns home from the America’s Cup and for every person who has come to terms with their own challenges during the pandemic, resilience has been a trait for all. The ability to survive and thrive in the face of change has been presented on both sides of the world. 

 As the doors open again on a different world for pupils, teachers and families there has never been a more important time to re-energise, inspire and recognise the opportunities and tools young people need to thrive in today’s world. 

2020 Reflections #ClosingTheGap

Six months since we made our commitment to helping to close the attainment gap, we have been reflecting on how the education landscape has changed as a result of the COVID-19 pandemic. Teachers have experienced an unprecedented year, with huge challenges in all areas of their practice. From logistics to blended learning- it has been a year like no other. UNESCO modelling showed that at the height of school closures, more than 1.5 billion learners were affected- that’s over 90% of students across the world. The effects of this disruption to education will continue to be felt for a very long time to come.

As an organisation, we seek to use the context of elite sport to raise aspirations, develop critical thinking skills and resilience in order to grow self- belief in young people. This skills focus will become imperative to ensuring the young people of today are able to compete in a jobs market where employers are increasingly lamenting the gap between what our schools are delivering and what is actually required in the workplace.

As we continue to develop our online learning hub- STEM Crew, embedding key soft skills into our teaching resources will be of ultimate benefit to young people. STEM is an effective vehicle to teaching those skills. We give young people the tools to succeed in STEM subjects, which in turn, improves their critical thinking skills and resilience. By making connections to the real world, students are able to make sense of key concepts in STEM subjects. Through carrying out investigative work on STEM Crew, they are able to grow a range of character skills and by engaging in our investigative activities, students learn how to examine problems and then create a plan to solve them.

According to the Edge report on ‘the impact of COVID 19 on education’  92% of parents and 96% of teachers agreed that education should help develop a range of skills like critical thinking and communication. These opinions wholly resonate with our philosophy at STEM Crew and embedding the soft skills forms part of our ongoing strategy to give young people an experience which best equips them for a future steeped in technology.

‘The most striking thing that parents and teachers agree upon is that they want this pandemic to lead to a much broader and more rounded education, which helps children to develop a range of skills and positive values, and is grounded in real world examples and practical opportunities.’  Edge Report. At STEM Crew, we strive to be part of the solution with exciting real world contexts, using positive role models who showcase a range of skills and attributes, we aim to continue to inspire a generation of young people.

We remain committed to closing the attainment gap for young people. Since June, we:

  • Created new content, including video transcripts, for teachers to provide to young people not able to get online.
  • Signposted teachers to our new portal pupil, which allowed young people to access STEM Crew resources over the summer holidays.
  • Delivered a day of online lessons based on our new INEOS 1:59 Running Challenge for children of key workers in school and over 500 of their peers at home.
  • Launched a new ZERO Days programme, supported by INEOS, to help keep schools open by promoting positive Covid-related behaviour in schools.
  • Secured funding to run face-to-face roadshow experiences in the Spring and Summer Term 2021.

Read our closing the gap statement here.

Eliud Kipchoge’s history making INEOS 1:59 Challenge leaves a lasting legacy one year on

On October 12th 2019, Eliud Kipchoge became the first person in history to break the legendary sub-two-hour marathon barrier, recording a time of 1:59:40.2.

Following the history making moment at the INEOS 1:59 Challenge, the 1851 Trust, a charity committed to taking science beyond the textbook by engaging young people in the cutting-edge technology of high performance sport, launched three new, free, digital learning resources inspired by Kipchoge’s historic sporting feat.

Hosted on the Trust’s digital education platform INEOS STEM Crew, the resources, which are aimed at 11-16 year olds, take young people into the INEOS 1:59 Performance Team and explore the science and theory that went into giving Kipchoge the best possible conditions to make history in Vienna.

The resources have proved extremely popular – with an estimated 35,000 young people inspired so far – and are set to become even more so as this academic year continues.

Commenting on the legacy of his challenge, Eliud Kipchoge said “It is brilliant to see so many schools are using the INEOS 1:59 Challenge STEM Crew resources, learning the science behind my record-breaking sub 2-hour marathon. I hope that my challenge will continue to bring STEM subjects to life for pupils and showcase that no human is limited.”

Following the successful launch of the resources in July, the Trust’s Education Team delivered a day of live lessons to the Bohunt Education Trust, with key worker pupils in school and hundreds of students learning at home.

Director of Education at Bohunt Education Trust (BET), Phil Avery explained: “At BET, we provide excellence in education and prepare our students to become ‘game-changers’: to make a difference in the World and change things for the better. The project with INEOS STEM Crew highlights the power of multidisciplinary learning: how scientific concepts are applied, the importance of teamwork, how failure helps us move forwards – and creativity and dreaming inspire ambition.”

Feedback received from pupils and their parents was extremely positive with one parent commenting: “My son was in school today and, for a child who isn’t into sport, he loved it. Your team did a fantastic job making the day accessible not only to the few in the class, but to the hundreds learning online as well.” 

In celebration of the INEOS 1:59 Challenge anniversary, these live lessons have now been made available on the site. The resources focus on three key aspects of the huge task Kipchoge and the INEOS 1:59 Performance Team faced; the pacemaker strategy, nutrition and course selection. Students can put themselves into the roles of the INEOS 1:59 Challenge Performance Team and investigate what it takes to do something that has never been done before, running a sub-two-hour marathon, by carrying out engaging hands-on practical work in physics, biology and maths.

The resources include class-facing presentations, activity and lab sheets as well as a project workbook to guide students through the challenges. All lessons are fully linked to the UK National Curriculum and are completely free www.stemcrew.org/ineos159challenge

Interview with Jo Foster, Diversity & Inclusion Manager at The IET

For almost a decade Jo Foster has been leading on equality, diversity and inclusion at the Institution of Engineering and Technology (IET), one of the largest professional engineering institutions in the world. Jo has been the driving force behind the IET’s Young Woman Engineer of the Year Awards and  social media diversity campaigns, two of which are multi-award-winning – to alter perceptions around engineering and who the profession is for. 

We spoke to Jo about how diversity has changed over the past decade and why inclusion should be built into all processes and services rather than it being seen as an additional task for the organisations to undertake. 


For those readers who might not know what diversity and inclusion is, please can you explain why it is so important for the workplace? 

Diversity aims to recognise, understand, celebrate and value the individual differences of everybody.  inclusion ensures that those diverse groups feel able to participate by fostering the right environment to work together.  This is a winning combination – if organisations wish to create equal and professional opportunities for all, then diversity and inclusion must work in synergy to achieve this.   

It is widely accepted and has been conveyed in numerous credible reports that diverse organisations have a competitive advantage when it comes to business. In addition to diversity and inclusion positively impacting an organisation’s bottom line, through diversity of thought, which leads to creativity and sparks innovation; it can enhance the reputation of an organisation from an employer and customer perspective. 

Having diverse teams encourages an inclusive workplace culture, by enabling employees to feel valued, able to contribute and bring their whole selves to work. This in itself is an important aspect of promoting wellbeing in the workplace and creating an inclusive workplace. 

You have been at IET for almost a decade, how have things changed for diversity over that time? 

When I first joined the Institution of Engineering and Technology, my sole focus was gender diversity – the UK has a shortage of skilled engineers and given that women make up approximately 50% of the population, it makes sense to start there. However, whilst it is still key to maintain that focus, it has become more apparent that multiple diversity strands need to be considered in order to be truly inclusive and make meaningful impact. 

What are the issues the industry faces  in embracing diversity and inclusion? 

Some of the issues around organisations not embracing diversity may be down to leaders not fully understanding the benefits that diversity and inclusion can bring to an organisation – many businesses may struggle to gain senior leadership support for this reason which, in my experience is one of the many fundamental keys to embedding it successfully.   

If leaders do not role model the behavior required to promote successful diversity and inclusion practices, then very little will change. Diversity and inclusion should be built into all processes and services rather than it being seen as an additional task for the organisation to undertake. 

It is important to remember that the landscape for diversity and inclusion is always changing therefore, leaders must constantly educate themselves and their teams for the long-term to maintain momentum. 

It is no secret that there is a shortfall of UK engineers entering the workforce. What role has diversity got to play in this and what can we do to ensure we have the next generation of scientists and engineers we need? 

A lack of visible representation of diverse engineers is one of many factors contributing to the to the UK’s shortfall.  According to Marian Wright Edelman, an American activist for children’s rights, “you can’t be what you can’t see” – highlighting existing diversity within the engineering profession is key in altering unhelpful perceptions and stereotypes of what an engineer ‘looks like’.   

In 2018 the IET ran a campaign called #IAmAnEngineer for this very purpose – it featured several engineers with a variety of characteristics, to challenge the idea of who the engineering profession is for. 

Whilst campaigns like this are helpful, it is also important that children have an opportunity to explore the world of science, technology, engineering, and maths (STEM) from an early age so at the very least this potential career choice is on their radar. STEM careers are not often discussed in the social narrative but other professions such as lawyers or doctors are and so, they become the norm. Not everybody will become an engineer but by highlighting the profession as a viable career choice to as many individuals as possible, will help to encourage the next generation into this rewarding and world-changing profession.   

What advice would you give to a company looking to improve diversity in their workforce? 

To be truly inclusive, organisations should focus on multiple diversity strands and ensure that each area receives equal attention. Their approach to diversity should be transparent and impactful to engender trust from their workforce. 

Having an equality, diversity and inclusion strategy is key in articulating a plan, demonstrating their commitment, creating meaningful change and organisational transformation. This should be signed off by the highest level of an organisation to gain traction and reduce potential barriers.  

Organisations should regularly communicate their ambition and create an inclusive workplace culture that gets the very best from their employees and creates a sense of psychological safety. 

ZERO Days launched on STEM Crew alongside INEOS sports stars to inspire behaviour change and help keep schools open

Sporting titans including Sir Dave Brailsford, Sir Ben Ainslie, Egan Bernal, Patrick Vieira and Geraint Thomas, join forces to launch ZERO Days for schools, a unique programme to help get children back to school safely and help avoid closures.

  • The ZERO Days programme supports positive behaviour changes by offering UK secondary schools a supply of teaching, video and display materials, integrated into lesson plans, to help schools to stay open in a Covid-19 world. The aim is to reduce the number of days lost to preventable illness to zero.
  • The new educational programme has been developed using the knowledge of hygiene and behavioural change experts within the elite INEOS sport teams. Its aim is to prevent the transmission of viruses and bacteria, to help keep schools open and stay open, so students can continue to learn.
  • The specialist education charity, the 1851 Trust, has created the unique educational assets, developed by science teachers, and freely available for all at: http://www.stemcrew.org/zerodays
  • Sir Dave Brailsford, INEOS Grenadier Team Principal who has led the team to seven Tour de France victories said: “Minimising the risk of avoidable illness is key to success in sport. Consequently, over the last ten years, we have developed a unique hygiene programme to protect our riders and staff based on the principles of Prepare, Protect, Control. Hygiene has now become critical for everyone in every part of their life – from sport and school to the workplace and home – as we are all facing new challenges. Through the ZERO Days schools programme, we are proud to be sharing this same expert knowledge and help teachers and pupils keep their schools open.”

Tuesday 1st September: A group of elite sports teams have come together to launch a unique education programme for schools, called ZERO Days. The unique programme aims to help get children back to school safely and help keep schools open in a COVID 19 world.

The programme has been developed by the elite INEOS sports teams, hygiene, education and behavioural change experts, alongside charity partner, the 1851 Trust. It features a range of resources for schools that aim to help reduce the transmission of COVID and other viruses and bacteria by adopting three key behaviours: prepare, protect and control.

ZERO Days is built on ten years of health and hygiene experience within elite sport. It offers free to use curriculum-based resources for secondary schools, which include assemblies, videos, and posters for all areas of schools, to help prevent COVID related school closures by creating a positive behaviour change in schools.

Sir Dave Brailsford, INEOS Grenadier Team Principal who has led the team to seven Tour de France victories said: “Minimising the risk of avoidable illness is key to success in sport. Consequently, over the last ten years, we have developed a unique hygiene programme to protect our riders and staff based on the principles of Prepare, Protect, Control. Hygiene has now become critical for everyone in every part of their life – from sport and school to the workplace and home – as we are all facing new challenges. Through the ZERO Days schools programme, we are proud to be sharing this same expert knowledge and help teachers and pupils keep their schools open.”

The aim is simple, to reduce the number of days lost to preventable illness to zero. The same science has been applied for schools. Working with teachers the programme now slots neatly into the curriculum to provide positive informative science-based learning for schools.

The goal is to normalise new positive behaviour in the school community and reduce anxiety, which will be done by empowering children through knowledge. The three key behaviours required by schools and pupils alike are: PrepareProtect and Control.

  • Prepare by identifying and eliminating threats in a physical space.
  • Protect by stopping transmission and understanding how to maintain the highest hygiene standard.
  • Then Control by monitoring health and reporting illness immediately to stop transmission and regulating the use of space.

Sir Ben Ainslie, INEOS TEAM UK Team Principal four times Olympic champion and Patron of the 1851 Trust said: “Education is critical to give young people the opportunities to learn and develop and increase their future prospects.  It’s vital to keep schools open, they form a huge part of our community and keep the interaction between young people both with their peers and their teachers. We hope through the ZERO Days programme we can help inform and inspire positive behavioural change and help prevent school closures.”

The ZERO Days education resources have been tried and tested on multiple focus groups. It will be accessible through the charities STEM Crew platform http://www.stemcrew.org/zerodays, which is already used to teach STEM subjects by 35% of UK Secondary Schools.

Dame Louise Makin, Chair of 1851 Trust, said“Over the summer teachers have shared with us the challenges that they face as schools reopen and how important it will be for their pupils to feel safe.  It’s been a privilege for the 1851 Trust to partner with experts and elite sports stars to develop the ZERO Days programme. Working with teachers we have adapted everyday, world class protocols for schools to help educate young people as part of the curriculum. We now want the ZERO Days programme to be available to pupils in every secondary school to protect themselves and each other at school, and also at home and in their communities.”  

ZERO Days has the backing of a number of sporting legends including Patrick Vieira, Eliud Kipchoge, Geraint Thomas, Egan Bernal, Sir Ben Ainslie and Sir Dave Brailsford, who implement these practices across their teams to help prevent the transmission of viruses and bacteria so they can get back to training and professional competition.

Interview with Phil Avery, Bohunt Trust

The implications on education, especially for the most vulnerable young people in society because of COVID-19 have been far-reaching. Teachers have adapted quickly, delivering lessons to both key worker and vulnerable children in the classroom and online for students at home.  

 As part of our commitment to #closingthegap in July, our Education Team delivered live teaching days to over 500 young people. During our visit to Bohunt Horsham we caught up with Phil Avery, Director of Education at the Bohunt Trust. 

“We are not sure what the long-term effects of COVID-19 will be yet as it’s still playing out. However, there are things that we are already worried about from what we are seeing. Firstly engagement, we have a number of students who have found it difficult to engage at all with learning. Then there are other students who have struggled to engage in a productive way with learning as they haven’t got that trained adult to support them all the way through. For both groups we are worried about the attainment gap and their ability to re-engage.’’ says Phil. 

Recent research suggests up to one fifth of pupils, which is the equivalent of two million young people in the UK, have done less than an hour’s schoolwork at home each day, and just 16% of pupils from disadvantaged backgrounds are taking part in daily lessons. 

“In September we are so looking forward to being back with the students. However, many students will have missed chunks of learning, When back, we will be able to see how wide the learning gaps are and we’re going to have to come up with innovative solutions to be able to close them. Those innovative solutions are going to be helped greatly by the mix of inspiration and high-quality science learning seen on STEM Crew and the live teaching sessions.’’ Explains Phil. 

STEM Crew is our digital education platform providing free resources. Through, the investment and belief of our initial funders, the 1851 Trust now has a proven model delivering exciting and highly engaged science lessons in 35% of UK schools, reaching +150,000 young people each year, many of whom are from the most disadvantaged backgrounds.  

“At the Bohunt Trust we believe we are providing a fantastic education. That means striving for great exams results, but for us, education is far more than that. It’s about the opportunities we can give young people to learn about careers, it’s about teamwork and leadership, it’s about how that all comes together to produce something that’s incredible for the students long in to the future.’’ 

“Our normal school days tend to look traditional with learning across subjects such as science, maths and technology. But the real-world learning does not work so well in those neat silos. You need to bring subjects together through multi-disciplinary learning. In the real world you won’t be working on a project as an individual, you tend to be working as part of a team and normally you’re not working on things that are known, you’re trying to work towards the unknown, trying to do something different, something better. Therefore, working with STEM Crew is crucial to what we are trying to develop in young people, because it is ambitious, multidisciplinary learning. It is working with the materials and role models on STEM Crew that allows our young people to thrive.’’ 

Phil finished our conversation with ‘’we want to create students that are game changers and that is what the 1851 Trust is all about.’’

To find out more about STEM Crew visit https://www.stemcrew.org/ 

Ark Charter Academy receive support from INEOS TEAM UK to help provide vital learning resources for home-based learning

Ark Charter Academy receive support from INEOS TEAM UK to help provide vital learning resources for home-based learning 

  • INEOS TEAM UK has donated £10,000 to the Ark Charter Academy Portsmouth, through the international INEOS Community Fund.
  • This grant will be used to provide IT devices to disadvantaged students in the critical year 10 cohort to ensure their studies remain uninterrupted, despite the COVID-19 crisis.
  • To mark the donation, the 1851 Trust, INEOS TEAM UK’s official charity, organised a virtual STEM Crew Teaching Day for Ark Charter Academy Portsmouth with resources inspired by INEOS TEAM UK’s America’s Cup challenge.

INEOS TEAM UK has donated £10,000 in support of the Ark Charter Academy, Portsmouth, through the international INEOS Community Fund. This donation will be used to provide vital IT devices to disadvantaged young learners so that they can continue their studies from home for the period of the Coronavirus crisis.

The grant from the INEOS Community Fund will be used to provide students in the critical year 10 cohort with IT devices that enable them to access educational support ahead of their GCSEs, and to ensure students have access to resources which provide mental health and wellbeing support. In doing so, this grant will fill the critical gap created by the COVID-19 crisis, and ensure vulnerable students remain supported during this difficult time.

To mark the donation, the 1851 Trust, INEOS TEAM UK’s official charity, organised a virtual Teaching Day for Ark Charter Academy Portsmouth on 8th July, where they hosted a STEM lesson for the year 10 pupils. The digital lesson focused on “forces” and implemented resources inspired by INEOS TEAM UK’s America’s Cup Challenge.

Emily Morey, Principal of Ark Charter Academy, said: “We are delighted to receive this grant from INEOS. This grant will enable the Academy to support its most vulnerable and deprived students, ensuring our curriculum is inclusive and equitable. From parent surveys, we know that access to the internet is not the biggest barrier, but that access to an appropriate device is. Without a device, those students, currently in Year 10, will be further disadvantaged in their learning towards GCSE examinations. For many, these exams will be a defining moment in their academic life; impacting on their opportunities and potential for adult life.”

The £1M International INEOS Community Fund was established by INEOS Chairman Sir Jim Ratcliffe in March 2020 in tandem with the company’s COVID-19 “Hands On” campaign, which set up new production lines to provide millions of bottles of free hand sanitiser per month to hospitals and frontline healthcare. The fund enables INEOS sites across the world to support the charitable organisations doing vital work in their local communities at this particularly difficult time.

Ben Cartledge, CEO of the 1851 Trust, said: “Disadvantaged families and children are facing countless challenges at this difficult time. Insufficient access to IT devices should not jeopardize a student’s access to education. We’re mobilising to ensure that the Ark Charter Academy has all the tools required to support those most impacted and at-risk. As an education charity, we are committed to do what we can to help ‘close the gap’ for pupils everywhere through our programmes. It has been a pleasure to be able to support Ark Charter Academy at this difficult time.”

STEM Crew launches INEOS 1:59 Challenge resources

Free digital education resources launched taking young people into the science behind Eliud Kipchoge’s history-making INEOS 1:59 Challenge 

  • On 12th October 2019 Eliud Kipchoge became the first person in history to break the legendary sub-two-hour marathon barrier, recording a time of 1:59:40.2.
  • Kipchoge was supported by the INEOS 1:59 Performance team, led by Team INEOS’ Sir Dave Brailsford, who applied scientific knowledge and high performance principles to give Kipchoge the best possible chance of success.
  • INEOS and the 1851 Trust have launched three new free digital education resources aimed at young people aged 11-16 on STEM Crew inspired by the science behind Eliud Kipchoge’s history making moment.

INEOS and the 1851 Trust, a charity committed to taking science beyond the textbook by engaging young people in the cutting edge technology of high performance sport, have launched three new free digital learning resources inspired by Eliud Kipchoge’s historic sub-two-hour marathon.

Whilst the INEOS 1:59 Challenge was undoubtedly first and foremost a feat of incredible human achievement, to provide Kipchoge with the optimal conditions required to take the 26 seconds off his previous attempt at breaking the barrier required a significant amount of innovation and scientific expertise.

The work of the INEOS 1:59 Performance team, led by Team INEOS’ Sir Dave Brailsford, combined the brightest minds in high performance sport to ensure that from the course selection and optimisation, to the weather analysis, to the aerodynamics and more, no stone was left unturned.

The digital education resources, aimed at 11-16 year olds and available for free online today, take young people into the INEOS 1:59 performance team and explore the science and theory that went into giving Kipchoge the best possible conditions to make history in Vienna.

The three challenges focus on three key aspects of the huge task Kipchoge and the INEOS 1:59 Performance team faced; the pacemaker strategy, nutrition and course selection. Students can put themselves into the roles of the 1:59 Performance team and investigate what it takes to do something that has never been done before and run a sub-two-hour marathon by carrying out engaging hands-on practical work in physics, biology and maths.

The resources include class-facing presentations, activity and lab sheets as well as a project workbook to guide students through the challenges. All lessons are fully linked to the UK National Curriculum and are completely free.

Eliud Kipchoge said:

“The INEOS 1:59 Challenge combined science and sport to prove that no human is limited. Sport can inspire, bring positivity and unify people and I wanted to bring that message to the whole world.

“To help me make history I had a fantastic team behind me with a lot of expertise in science and high performance. It was important to me that Challenge left a legacy for the future generation and it is great that INEOS and the 1851 Trust are now using the science behind 1:59 to educate children across the world

“Without the scientific and technological knowledge of my team and the INEOS 1:59 team I would not have been able to make history in Vienna.”

INEOS 1:59 Challenge CEO and TEAM INEOS Team Principal Dave Brailsford said:

“Eliud is a once in a generation athlete and in the INEOS 1:59 Challenge it was our responsibility to use our knowledge to give him the best possible conditions which would enable him to make history and prove that no human is limited. That is why we had some of the brightest minds in high performance sport work closely together with Eliud’s brilliant team.

“A huge amount of science and high performance principles went into the project, covering everything from the pacemaker formation through to the decision to hold the event in Vienna. It was always Eliud’s dream to leave a legacy and it is brilliant to see INEOS and the 1851 Trust now take the learnings from the Challenge and turn them into educational resources to inspire young people across the world.”

Covid-19 Impact: Ben Cartledge, CEO

As for many charity and business leaders 2020 has not unfolded as expected for Ben Cartledge (CEO) and the young people the 1851 Trust supports. 

“In 2019 we reached 150,000 young people online and provided 7,500 sailing experiences to those from the most disadvantaged backgrounds. We were well positioned to support even more young people in 2020, with the 36th America’s Cup build up giving supporters and partner schools even more reasons to get involved.” explains Ben.

Then in a turn of fate that could not have been imagined at the beginning of 2020, Covid-19 forced the closure of schools nationwide. The implications on education, especially for the most vulnerable young people in society have been far-reaching. One fifth of pupils, which is the equivalent of two million young people in the UK, have done less than an hour’s schoolwork at home each day, and just 16% of pupils from disadvantaged backgrounds are taking part in daily lessons.

“The attainment gap is something we have always been acutely aware of through our sailing and roadshow programmes, with young people from disadvantaged backgrounds being up to 19 months behind by the age of 16. As soon as schools closed, we began to look at what we could do to support young people at this difficult time.”

The education team fast tracked STEM Crew projects including the new pupil portal and developing a range of new remote learning projects. “As home learning has become the new norm for many, we have seen a massive 150% increase in daily activity and 1,044 people accessing the pupil portal in the first two weeks” explains Ben.

However, the team at the 1851 Trust are aware that the return to school will bring a host of new challenges.

Many of the young people at our partner schools will have had no, or very limited contact with any education since March. Without additional support the UK’s young people are facing a shortfall, not just in learning, but also in the self-belief and skills needed to enter further education or employment and to thrive in today’s technology driven world.”

With the help of partners, the Trust plans to adapt its previously successful programmes to the new demands of schools, teachers, and students to ensure fewer young people are left behind.

Young people’s futures should not be defined by Covid-19. We must deliver programmes that re-engage young people, especially those from the most disadvantaged backgrounds, with school-based learning after months of limited engagement. In due course our outdoor and interactive experience will act as an antidote to the months spent inside, giving young people the opportunity to spend time with peers and get excited by learning again.”

Despite a challenging outlook, there is still opportunity. In May, British Science Association research highlighted a marked uplift in young people who would now consider working in a scientific field as a result of COVID-19 – with 37% of young people now more likely to consider a scientific career.

Ben Concludes:  “to prevent the long-term impact of Covid-19 on their futures it is vital that young people re-engage with all aspects learning, including communication and self-belief. Along with our partners, 1851 Trust has an important role to play in this. If we can get it right, there is an opportunity to inspire a much wider audience of young people about future opportunities science and technology can bring. That is still something to be excited about.’’

Read our full commitment to #closingthegap here.