RAFAC - STEM booklet - Strategy

Foreword Wing Commander Nicky Weston GCGI MInstLM RAFAC Corps STEM Coordinator Welcome to this updated version of the RAF Air Our goal is to inspire more young Cadets STEM Strategy! This document replaces people into a STEM-related career. the original strategy that was produced in late Many cadets may think that this is beyond 2017, with the aim of formalising our approach their ability or would not have considered such to this vital area. This Strategy is equally careers. We aim to sow the seed of interest intended to be available for our internal RAFAC with a range of practical activities (that can be audience, as well as our parent Service, furthered if the interest takes them), awareness interested supporters and industry. of career profiles, and apprenticeship and scholarship schemes. STEM has historically been, and is, is a very constant theme for us, whether we’ve referred There is a very real national requirement for to it (more recently) as ‘STEM’, or by the young people to fill the skills gaps, for many traditional, individual subjects (such as years to come. Government and Defence are Propulsion or Principles of Flight). taking a genuine interest in what we are doing in this arena and your help in furthering this is So how have we been involved in STEM over appreciated – whether it be supporting or the last couple of years? As a very brief taster, delivering STEM activities, sharing your the RAF Air Cadets have: contributed to the Air experiences or simply communicating the & Space Power Journal 2019; presented their opportunities we promote, as they arise. aviation and STEM skills to MP’s and Peers at the Palace of Westminster; participated in the The overall theme is… RAF100 and 2019 Engineering Competitions; taken second place in the Schools Aerospace Challenge; competed in CyberCenturion (and are previous winners); participated in the Mission Space Lab Astro Pi Challenge, and; built an airworthy aircraft in the Boeing Centennial Wings project… and a whole lot more!

Setting the scene provides background National and MOD initiatives. The MoD as to why STEM is of national (and therefore the RAF, as a highly importance, and why the RAF Air Cadets technical Service) considers it imperative to are in a good position to support this. UK Defence that we act now to address this situation, to encourage more young Context – why STEM? people to consider these types of STEM subjects, and that they are made aware of 1. National Skills Shortage. It is widely the career opportunities that exist, both in acknowledged that the UK has a serious and outside of the Military. skills shortage related to personnel training, or having completed training and 3. Ends. Ends represent what has to be done education in Science, Technology, in order to deliver the strategy, namely: Engineering and Maths (STEM) related subjects, with a knock-on to a skills gap in ‘To inspire young people in the study of industry (incl Military engineering). STEM subjects, influence their gatekeepers as to the importance of the 2. UK Defence. The Defence of the United study of STEM subjects, and to support Kingdom is, as it has invariably been, based their teachers in enriching learning. To be upon highly-technological equipment, achieved through support to national services and capabilities that are operated STEM Engagement activities, and by and maintained by highly technologically- volunteer engineers, scientists and skilled people. Facing ever increasing fiscal technicians from within Defence constraints, the increasing pace of undertaking STEM engagement activities, technological development and a shifting supported by the STEM partners, in order balance of power, it is imperative that to assist in addressing the associated Defence maintains its technological edge. nationwide STEM skills shortage.’1 Our shortfall in this arena risks our future ability to operate and exploit our military capability, ceding our technical advantage to potential adversaries, unless we in Defence act now as part of an integrated UK approach. The gravity of the situation requires Defence to act beyond traditional boundaries and parochial interests to assist in addressing what is a national problem. 1 Defence STEM Engagement Strategy

Our aims 8. Summary. Through STEM-related and practical problem-solving activities, we aim 4. Our aims. We should: to expose cadets (and staff) to opportunities in order to shape and a. Provide a clear, structured, strategy for influence their career choices, in a manner delivering STEM engagement at ages that is not seen as a theoretical or an 12-19 years. extension of school (‘STEM by stealth’). We aim to introduce more cadets to b. Enable cadets to pursue interests that problem-solving, innovation and lend themselves to STEM studies, or creativity2. careers. c. Enable cadets to pursue interests that lend themselves to STEM studies, or careers. Facilitate staged engagement with STEM, ideally culminating in take- away qualifications or opportunities. Diversity Specifics to Skills Shortage 5. Nationwide the level of young people pursing STEM careers is meagre, in comparison to the level required to sustain the economic development of the UK. Poor training and support for school teachers is a primary factor in this shortfall. 6. Diversity levels within the STEM fields are low; female students are often not encouraged towards STEM careers and minority ethnicity students are more likely to be attending education in a deprived area, without adequate means to provide extracurricular STEM activities. 7. The RAFAC is in an excellent position to affect change in these areas, by enabling contact and engagement with varying levels of STEM activities. 2 BAE Systems whitepaper: Future skills for our business

Why it’s relevant to the RAF Air Cadets and why we are well-positioned to make a difference 9. Whilst many of our cadets may not have an interest in military careers, we aim to sow the idea of STEM as widely as possible, which may result in rewarding jobs in the aerospace industry, cyber, design, mechanical engineering, medical, logistics, technician training or apprenticeships. It is acknowledged there is a significant lack of female and ethnic groups involved in STEM careers. 10. The RAF Air Cadets are well-placed to be able to respond positively to this. We have approx. 40,000 cadets aged 12-19, with about 30% female membership and represent all ethnic groups nationally. Our classification syllabus has a vast STEM element, so this is not new to us – but we are looking at modernising and widening our offering, particularly in relation to experiential activities and promoting further opportunities and career paths. Therefore, we have an excellent source of candidates to potentially be recruited from.

What we do already evidences how the RAF Air Cadets are already familiar with many STEM-type activities and have been for many years. 11. Although STEM is a relatively new phrase, 12. Our syllabus contains many elements of some will be unaware that the Air Cadet engineering, mathematics, along with syllabus is, maybe surprisingly, very heavy some technology (cypher and cyber) and is on STEM content. However, due to the being reviewed to ensure its relevancy. For technical nature of the parent Service, this example, a new Space syllabus is currently is familiar and well-trodden ground for being developed, reflecting the re-newed cadets undertaking the training syllabus. national interest in this area. There are no plans to award a new STEM badge, since the aviation syllabus is already STEM- relevant. Evidence of STEM in the existing training syllabus First Class Cadet Syllabus History of Flight Principles of Airmanship Basic Radio Communications Leading and Master Cadet Syllabus Aircraft Handling & Flying Techniques Airmanship Knowledge Principles of Flight Jet Engine Propulsion Principles of Air Power Senior Cadet Master Air Cadet Avionics & Aircraft Electrical Systems Air Navigation Pilot Navigation Airframes Piston Engine Propulsion Rocketry Radio & Radar Military Aircraft Systems Satellite & Data Communications

Additional syllabus Radio & Cyber Communications (see ACTO 71 / ACTO 73)3 Blue Badge Bronze Badge Silver Badge Gold Badge • Basic Radio • Radio Operator • Radio • Radio Comms Operator • Cyber Foundation Communicator • Specialist • Cyber Awareness • Cyber Specialist Advanced Cyber Specialist Optional Aviation syllabus Flying (see ACTO 31 / ACTO 34 / ACTO 36) Blue Wings Bronze Wings Silver Wings Gold Wings Aviation Training Aviation Training RAF Air Cadets Pilot RAF Air Cadet Pilot Package (AEF) Package (AEF) Navigation Training Scholarship or Scheme RAF Air Cadet Air Experience Flight Course Gliding (see ACTO 32) Blue Wings Bronze Wings Silver Wings Gold Wings Aviation Training Aviation Training Gliding Scholarship Gliding Training (VGS) Package (VGS) Package (VGS) (VGS) 3 ACTO – Air Cadet Training Orders



The RAF Air Cadets STEM Strategy explains biology) should be considered secondary, the four main ways we engage with STEM if at all. The reasoning for this is to avoid and make this more structured. STEM being seen as an extension of school, but also to ensure that STEM activities are practical to deliver and within the skillset of our wider staff. 16. Our broad strategy (each outlined in detail below) will be to: 13. STEM is now an ‘essential core activity’ for Air Cadets. STEM activities can be done as a fun experiential activity and be extended to be a bigger project (with potential links to DofE awards). STEM activities need to be practical, deliverable and cost-effective, and be mindful of the many other activities that we already deliver. We should ensure this is deliverable at local level, without much additional burden on the volunteer staff. 14. Emphasis should also be placed on smarter working and collaboration on what STEM areas we currently deliver and utilisation of additional available local skills. The strategy below provides a progressive framework to work towards, that can be enhanced at each level depending on local skills and resources. This plan details the RAFAC commitment to deliver on STEM and prove that we stand out as a leading youth organisation in the STEM world. It also demonstrates support for the RAF and wider national demand for a STEM workforce. 15. Whilst STEM has the potential to encompass a wide range of subject areas, it is important to primarily focus on the areas that are relevant to the RAF Air Cadets – other areas (e.g., chemistry,

17. STEM information portal. A STEM Portal has been created on BADER SharePoint, and contains information about STEM camps/courses, apprenticeships, volunteer and RAF profiles, and squadron-based activities. This will continue to expand and is the primary STEM reference and resource area for RAFAC personnel. However, BADER is not accessible to cadets, and it is essential for them to have sight of this information in order to assist in increasing the thought of potential STEM careers and promote various STEM opportunities. Therefore, the new BADER Cadet Portal will have this information accessible to cadets. 18. Newsletter. A quarterly newsletter has been created, to make our personnel and interested parties aware of our STEM activities. 19. Public website. We will make better use of our Media team to promote our STEM activities, via the main website. Additionally, it would also demonstrate to an external audience how Air Cadets are participating in STEM. 20. Social media. This has additionally been utilised, via means of both Twitter and Facebook. Twitter is especially advantageous and has quickly widened exposure of STEM awareness, and our activities to the parent Service, other Cadet Forces and industry. The two social media channels are: @CorpsSTEM @CorpsSTEM

Introduce 24. STEM Kits. MTa STEM kits have been identified as an ideal starting tool to 21. This introduces STEM at a unit level which expose cadets to STEM. Funded by a should be easy and fun, and accessible to donation from the RAF Charitable Trust, cadets of all abilities and interest. 30+ kits have been purchased. It is planned that a number of personnel will 22. 60-minute STEM activities. These can be attend the facilitators course, and then done as low-level but fun activities on unit provide ‘train-the-trainer’ sessions to parade nights or weekends (maybe ideally ensure that the kits are used as extensively done in Sectors, to reach more cadets), and comprehensively as possible. Detailed with the aim of being a low-cost information about these kits can be found introduction to STEM. This is particularly on the BADER STEM Portal. The MTa kits ideal for introducing younger cadets to the have been chosen from a number of concept of STEM. All of the resources are options, as it was decided they are robust, located on the STEM Portal on BADER have enough scenarios to be of use long- SharePoint. There are three sets of term, and can be used for other activities resources available, which have been (team-building, leadership etc). Additional created by the RAF in conjunction with: different items will be utilised in future, such as Stixx machines and Robotic kits. a. The University of Leeds and West Yorkshire STEM. b. The Royal Academy of Engineering c. The Institute of Physics and the Historical Association 23. Link to DofE. Additionally, these activities have been approved for use by the Corps DofE Officer. In eDofE enter it under \"Science and Technology\" - \"Physics\". Participants complete the STEM sessions they want to do and then select one specific subject to study and show progression to complete the required time. (DofE requires an average of one hour a week for the period chosen, either three or six months). This needs to be assessed by a suitable person who understands the subject and will agree an Aim with the participant. Your DofE Leader will advise you on finding an assessor for the specific subject you choose.

Participate 29. Engineering institutions and initiatives. We will encourage participation in major 25. Not all cadets will have the opportunity or projects, such as the Boeing/Air League desire to participate in STEM at a regional Centennial Wing Build a Plane Project, or national level. Therefore, additional undertaken by cadets in Northern Ireland methods of participating in STEM following Wing. participation in the ‘Introduce’ level are suggested here. . 26. Unit projects. The BADER STEM Portal will gradually build up a portfolio of suggested projects. This will involve Build a Robot, Programming etc. The intention is that there will gradually be an optional library of ‘takeaway’ activities that units may choose to use. These can be found in the STEM Projects for your unit folder. 27. Competitions. At any level of experience, we should promote and encourage participation in the various STEM competitions that are held annually, and information will be in the STEM Competitions! folder. Participation in such events not only provides enjoyment for cadets, but often has the potential to also showcases their skills and further promote the RAFAC to an important and influential audience (industry, Government etc). Examples of such competitions include: RAF100 Engineering, Cyber Centurion, National Cyber Security Competition, Institute of Mechanical Engineers (IMech) Schools Aerospace Challenge etc. 28. Training visits and work experience. Opportunities for suitable training visits to relevant aviation, engineering and other establishments are to be encouraged and followed up. Similar opportunities with the parent Service will be investigated (e.g., to RAF Cosford) and may be offered at various times. This will link in to other opportunities as they arise.

Educate 30. Once cadets have been introduced to basic STEM concepts, the next level would provide more in-depth experiences, at Wing or Region level. Ideally, this would result in a STEM qualification (e.g., CREST award). Wings and Regions are encouraged to consider offering a STEM- themed course as a suggested next step, where possible. These could be weekend or week-long courses, but there should be careful consideration of relevance, costs (e.g., transport), practicality and staffing (skills and availability). It is important that the programme is STEM-relevant and should avoid overlap with other Air Cadet camps and courses, where possible. 31. Wing/Region STEM camps. These differ from courses and are often more ‘experiences’. A number of these camps are well established, such as the NASA and ESA camps. Air Cadet STEM camps have already been held in some areas of the organisation, and if the skills and ability to run these exists in Regions then they should be encouraged. Programmes may include bringing in external providers, but again we should be mindful of relevance and cost. 32. National courses. The RAF provide a number of STEM residential courses each year, which often offer an industry- recognised qualification such as CREST or Industrial Cadet. We will continue to promote these opportunities and provide support where needed. 33. Defence initiatives. The RAFAC are committed to supporting these when relevant, such as TEAM TEMPEST, the MOD’s leading technology programme.

Sign-posting careers 34. Ultimately, we aim to encourage cadets to consider the possibility of a STEM-related career. The STEM Portal contains some profiles of both civilian and military careers, and information on a number of apprenticeship opportunities for military, government, aviation and other industries. 35. A brochure on STEM job profiles, apprenticeships & scholarships was created and circulated in October 2019. In conjunction with the RAF Air Cadets Business & Industry Forum, we will continue to promote apprenticeships, scholarships and opportunities as they arise to our cadets, by the means of further editions.