UCL Engineering Systemisers
Introduce students to systems thinking through interactive simulations and real-world engineering challenges. This award-winning UCL-led workshop builds leadership, decision-making and problem-solving skills, with a recognised JSTP certificate.
The Neon quality mark shows this activity has been reviewed and meets Neon's quality standards.
Overview
Engineering Systemisers is a UCL-led initiative designed to equip young people aged 11-18 with the mindset and skills to tackle complex real-world challenges.
Using interactive simulations, systems thinking and engineering design methods, students discover how engineers analyse problems, make decisions and improve the systems around us.
Students take part in engaging, hands-on, discovery-based workshops where they think and act like systems engineers. Working in teams, they explore real-world challenges linked to areas such as healthcare, transport, energy and space. Through structured simulations, collaborative tasks and design activities, students develop their ability to analyse complexity, generate ideas and work effectively with others.
Sessions are led by experienced facilitators with academic and industry backgrounds.
Ideal group size: up to 20 students. Flexible delivery options available.
The workshops combine:
• Interactive simulations
• Engineering challenges and case studies
• Short guided inputs (mini-lectures)
• Group discussions and reflection
Available formats
• Level 1: Junior Systems Thinking Practitioner (JSTP), flagship 1-day workshop
• Level 2: Junior Systems Engineering Practitioner (JSEP), extended 2-day workshop
Cost
Costs starts from £600 for a full-day certified workshop (subsidised rate through Systemisers Access Scholarship).
Catchment area
Delivered by UCL spin-out Systems Frontier Lab who are based in Cambridge. They typically deliver in-person workshops within 100 miles of Cambridge, including parts of:
• Greater London (priority delivery)
• East of England
• East Midlands
• South East England
• West Midlands
• Yorkshire and the Humber
Please enquire if you are outside this area, as some bookings may still be possible.
Details
- School subject
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- Technology/computing
- Design and technology
- Engineering
- Maths
- Physics
- Curriculum links
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- Design and technology
- Biology: Material cycles and energy
- Physics: Energy
- Engineering
- Physics: Space physics
- Technologies - Craft, design, engineering and graphics
- Sciences - Planet earth: Energy sources and sustainability
- Sciences - Planet earth
- Technologies - Craft, design, engineering and graphics: Application of engineering
- Sciences - Planet earth: Space
- Design thinking and engineering
- Physics: Energy transfer
- Design thinking and engineering: Engineering
- Physics
- Technology & design - Design
- Sciences - Earth and universe: The environment and human influences
- Sciences - Forces and energy
- Technology & design - Manufacturing
- Technology & design - Control
- Sciences - Earth and universe: The solar system and universe
- Group size
- Small groups
- Participation level
- Hands-on
- Duration
- Whole day
- Cost
- Cost applies
- Location
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In-school
- UK-wide
Learning outcomes
- Improve engagement, interest or enjoyment in STEM subjects
- Attainment and progress
- Develop engineering employability skills
- Improve awareness and aspirations for STEM-related study and careers
- Challenge stereotypes by showing the diversity of disciplines, people and skills involved in engineering
Frameworks
Gatsby benchmarks
The Gatsby benchmarks are a framework for good careers guidance for schools across all of England and in some areas across the rest of the UK. This experience helps your school to reach the following benchmarks:
- 2 - Learning from career and labour market information
- 3 - Addressing the needs of each pupil
- 7 - Encounters with further and higher education
EqualEx
- Introduce and Inspire
Essential skills
The essential skills every young person needs to succeed in education and their future career. Find out more at the Skills Builder Partnership. This experience builds the following skills:
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Enrichment framework
- 6 - An enrichment offer that works in partnership
- 5 - An accessible and engagement enrichment offer
Testimonials
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The students really enjoyed the session - I personally haven't seen them so engaged with an activity since we started the Engineering academy, so thank you for that! They enjoyed the inter-team competition and liked the fact they were working as individuals for the benefit of a team - this is a really good skill for them to learn.
— Sam Ward, Year 9 -
It was a pleasure to observe our students participating in the UCL session. The students were remarkably engaged throughout, and the activities effectively maintained their focus for an extended period. The session fostered crucial skills. Students were required to communicate clearly, learn from their errors, and collaborate effectively. It was particularly rewarding to witness some of the less vocal students find their voice and actively participate, while others developed their listening skills. The activities were not only strongly aligned with the science curriculum, specifically on the topic of energy, but also complemented our school's focus on developing oracy skills. The ambassadors leading the sessions were excellent. They communicated clearly and patiently with the students, and their approachable manner quickly put everyone at ease. Thank you for this valuable experience, we would be happy to repeat the sessions with more students in the future.
— Katie Bailey, KS3 -
It was a pleasure to have our students participating in the UCL Engineering Systemisers workshop. This was our first time participating and our students thoroughly enjoyed the day. It was great to see the high level of engagement and the facilitators were fantastic and students learnt so much from them throughout the course of the day. The competition was the highlight of the day for our students as they were able to show their level of creativeness and team work. Thank you so much for bringing such a wonderful experience to our school.
— Tavia Grant, KS3
