Giving secondary school students a taste of space

As a country, it’s critical that we maintain a strong future pipeline of talent to keep pace with the growth of the space sector – particularly given its rising influence across multiple pillars of society. But this will only be possible if we inspire young people – those who will be our future space leaders – to develop the technical skills that will be required in the years to come.

Last year, we partnered with Haileybury, an independent school in Hertfordshire, on a new space programme to give pupils an opportunity to experience the space industry. I recently caught up with Dr. Liam Duffy, Deputy Head of STEM Research at Haileybury, to hear how the programme has been progressing and get his thoughts on the importance of educational outreach.

Can you start by giving us an overview of the space programme Haileybury launched in partnership with BAE Systems?

We are running what we call the Haileybury CubeSat programme. The programme is named after the overarching goal: for the pupils to be part of the first secondary school team in Europe to launch a CubeSat. The programme follows the same spacecraft systems engineering principles as those used in the space industry, providing a springboard for pupils to become integrated with the sector.

The project is independently managed by the pupils with technical support provided by BAE Systems and other organisations. BAE Systems supports the programme by providing expert lecturers who visit the School each month to deliver technical lectures, inspiring the pupils to tackle the technical challenges of the mission. Pupils are organised into specialised      engineering teams, each focusing on a key component of the project. These teams are led by senior pupils, with pupils from all age groups working together to bring the mission to life. Although the overarching goal is to launch a CubeSat, the pupils are also exploring other ways of gaining experience of the space sector by launching components into space.

What was the driver behind the programme?

I believe a number of important societal issues can be solved by developing a more scientifically literate society. This, however, comes at a time when several key studies show a dearth of students becoming involved in scientific industries such as the space sector, which continues to increase the number of available opportunities as technology develops. As an educator who has had experience of working in the research sector, I was always struck by how much my success as a researcher hinged upon my application of soft skills, such as problem solving and critical thinking, as well as the importance of having gained hands-on experience working with equipment and knowing how to work within an international team of people. There is a huge opportunity to integrate these key skills into secondary education in order to develop the next generation of capable scientists.

Haileybury also recognises this opportunity, having recently built and opened its science and technology research centre SciTech, which lets pupils participate in hands-on, cutting-edge research through state-of-the-art science facilities and equipment. Having found success in the introduction of the Stan-X programme, where pupils interested in Biology and Chemistry work alongside scientists at Stanford University on a pioneering study of genetics, I was able to draw on the experience of colleagues to begin building a similar programme for Physics and Engineering, while also seeking a partnership with industry as opposed to academia.

What will students get out of the programme?

By challenging pupils to partake in such an ambitious project, it is hoped that we will be able to capture their imagination and inspire the next generation of engineers and physicists – delivering pupils who have already had experience of, and developed a love for, science and technology into industries such as the space sector. Whatever the case, the programme will help pupils gain and develop a number of key skills useful for their future pursuits in any industry. These include key research skills such as critical thinking and problem solving, gaining confidence to solve the most challenging issues. 

Having the opportunity to work hands-on with the kinds of expensive technologies and components utilised in the space sector, our pupils are gaining key computing and electronics skills. They are getting opportunities to develop their teamwork and leadership skills, with senior pupils gaining experience in guiding and supporting younger team members. They are also developing key communication skills, as they keep both the school community and our industry partners abreast of their developments.

How have they progressed so far?

So far, pupils have planned a realisable CubeSat mission given the funding available and have begun to undertake a technical analysis of which components will meet their prospective mission requirements. Their mission is to launch a 1U CubeSat with an optical device that allows them to take pictures of the Earth and perform a series of environmental analyses.

The pupils’ requirements have developed as they have learnt from technical lectures. For example, they have completed a comprehensive technical analysis of the Orbit of a 1U CubeSat, taking into account the kind of decay the system will experience across its lifetime. They have also completed an analysis of different types of optical devices that can be used to perform measurements suited to their analyses, as well as analysing various communications devices suitable for sending data to and from the CubeSat. An understanding of all CubeSat components and requirements for both the system and mission is allowing them to develop a preliminary design review, which will be conducted by BAE Systems and other associated members of the space industry.

They are also building a simulation of the CubeSat by using microcontroller systems which emulate the behaviour of key components. The code they develop for this system can then be used to prepare the real components to be space ready.

Why are school programmes such as this important for the future of the space sector?

A field can only be successful if it is able to provide a steady stream of new experts who are equipped to grow from the experiences of the previous generation, ensuring the field can move from strength to strength in the process. As previously discussed, multiple studies have demonstrated that there are huge opportunities within the space sector, yet there is a lack of people taking them up.

There is a perception that science and technology-based subjects are only meant for pupils who are "clever" enough. This cleverness is traditionally seen to come from a natural aptitude, with a view that individuals who don't have it are not meant to pursue these perceived complex and difficult subjects. What exacerbates this issue is that traditional examination techniques, where pupils are asked to find solutions to problems that already have a well-known solution – in a closed book setting, under timed conditions – does not capture what it is like to work in these fields. By giving pupils a chance to take part in research projects within the space sector, pupils will learn that hard work, determination and passion are what can drive success, regardless of natural aptitude. We will be able to equip pupils with the skills and the confidence to move into these fields, allowing them to experience the thrill of real work while increasing their chances of future success.

Space is a captivating subject and is always a popular discussion point in any lesson that touches upon it. It captures the imagination of all pupils from a number of different perspectives, including the natural human desire to explore the unknown questions such as where does life come from, what is the universe, how did it get there? There is a lack of opportunities to discuss space in the traditional curriculum and extracurricular opportunities such as our CubeSat mission provide opportunities to nurture pupils’ inquisitive side and help them develop their passions.

It is important to provide pupils with hands-on experiential opportunities if we are truly to equip them for the working world. Space has never been so accessible in the history of technology, yet for many pupils, it is seen as an impossible goal to realise. Therefore, the onus is on all of us to invest time in the future of the space industry by working with young people to help drive their interest and engagement.

What have the biggest learnings been so far?

The pupils have found it hard to interact with questions that have no known solution. This is completely at odds to the way they usually learn within the curriculum, so it has been refreshing for them and us to experience a different approach to learning. They have found the traditional resources they would use on the web, including new AI technologies, wanting and this has really helped to educate pupils in the shortcomings of this technology.

Pupils have had to learn that they must really understand the problems they come across to define their questions with more certainty – to solve a problem is to know the problem intimately. They have had to learn to be more independent and resilient in their problem-solving approaches and realise that there are no shortcuts to the more technical aspects of the mission. They have had to learn to work as a team as the problems they are working on are large in scope; too large for any one of them to work on individually. They have learnt how to confidently interact and communicate with industry experts through the lecture series with BAE Systems, making full use of the valuable opportunities provided to them.

Learn more about our work in space below