Robotics & Autonomous Systems

Find out more about our robotics and autonomous systems testing and validation facilities.

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Electrical Infrastructure Research Hub

The Catapult has appointed the University of Strathclyde and the University of Manchester to form the Electrical Infrastructure Research Hub.

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Automation & Engineering Solutions

Find out more about our work in robotics, autonomous systems and artificial intelligence.

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Stay Current

Dig deeper into the biggest issues facing offshore wind, wave and tidal energy with our series of Analysis & Insight papers.

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Live Innovation Opportunities

There are a number of programmes identifying the key technology innovation challenges faced by the offshore renewables industry. Solving these challenges will help drive down the cost of offshore renewable energy, with positive effects for the industry and UK economy. Visit our Live Innovation Opportunities page to find out if your technology has the answer.

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STEM Club Start-Up

5,700 children, 600 parents and 80 teachers influenced

STEM Club Start-Up ran from May 2018 to June 2019 and was the brain-child of Lorna Bennet, a mechanical engineer at ORE Catapult’s Glasgow office. Lorna’s purpose was to spark an interest in renewable energy amongst Scottish primary school children, providing inspiring lesson plans on the engineering adventure that lies at the heart of our industry’s success in Scotland.

She was able to secure funding from the Royal Academy of Engineering and in-kind support (over 260 hours of volunteering time with Scottish schools) from ORE Catapult. Lorna also recruited 24 STEM ambassadors from 14 different engineering and science backgrounds in the offshore renewables industry to run sessions at schools and events.

Lorna developed a series of lesson plans that could be used as one-off classroom challenges or part of a longer-standing STEM club arrangement. Practical experiments, demonstrations and presentations from a variety of engineers working on offshore renewables show the multitude of opportunities that a career in our industry can offer with ‘no limits’ encouragement to ambition and imagination.


One school student commented:

This was AWESOME – I want to be an engineer, scientist, astronomer and mathematician

The focus was on four primary schools characterised by low STEM learning attainment, high deprivation and having no STEM Ambassador activity. Weekly STEM clubs ran in two schools from September 2018 to June 2019 with others opting for month-long blocks each term or ongoing flexible classroom support. Challenges and contests focussed on explaining what renewable energy is, designing, building and testing different wind turbines and concepts in environmental engineering.

Team presentation from pupils at Chapelton Primary School

Through the clubs and national events such as STEM@TheHelix, the project reached 5,700 children, over 600 parents and 80 teachers. At the start of the project, just two of the school children had heard the term ‘engineer’; by the end, 100% said they enjoyed engineering, 80% said they had learnt an engineering skill and 66% said they want to learn more. Long-term engagement plans continue with all four schools.


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