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The resources are based on Dyson's approach to engineering. They focus on the process behind developing new products and the stories of our people. This way, we can give a true insight into the life of a working engineer. All our resources can be taught by non-specialist teachers, and contain lesson plans, Dyson machines and videos. We loan them to schools, managing the ordering process through our website. In 2019, we sent more than1,100 resources out to schools across the UK, US and Japan.

Challenge Cards The Foundation worked with Dyson engineers to develop challenges specifically designed for children to try at home or in the classroom. The cards come in a pack of 44 and are distributed at events and workshops. They were downloaded, for free, 26,200 times in 2019.

The Design Process Box We send this resource to primary schools for six weeks, so they can understand how the Dyson Air Multiplier™fan works. The activity introduces students to product design by challenging them to find inspiration in everyday objects, and to use this inspiration to develop new ideas.

The Engineering Box This focuses on the Dyson DC39 vacuum cleaner and Tangle-free Turbine Head. Students take the machine apart (using the specialist screwdrivers provided) to better understand how the technology works.

Engineering solutions: Air pollution We're currently developing a new resource that explores how engineering can be used to tackle major global issues such as air pollution. The resource will focus on the Dyson Pure Cool™purifying fan and will be available via digital download from our website.

The Foundation believes that a Design and Technology curriculum based on iterative design and problem-led, projectbased learning is more relevant and engaging to students. As a result, students enjoy D&T more and their perception of engineering improves - so more students opt to study D&T at GCSE and A Level. And, in time, more young people choose to become engineers

Since 2002, the James Dyson Foundation has supported schools with engineering education resources. However, from 2012 to 2018, we ran a more formal research project to test whether a problem-based, practical approach to engineering education in schools could encourage uptake of engineering-related subjects and increase awareness of engineering careers.

The James Dyson Foundation project has made me braver. I have taken more risks by giving the students open-ended briefs. It has made me really question what they are learning and why

We partnered with several schools in Bath, Chicago and Tokyo, donated technical equipment, and worked with teachers on a new curriculum. International collaboration between the schools was also encouraged, with 'global make-athon' events. The largest of these research projects was set up in the UK. Here, primary and secondary students' closest experience of engineering is through Design and Technology (D&T). However, nationally the outlook for D&T in schools is poor, with only 3% of GCSE exams taken being in D&T in 2017.

To test our hypothesis, we started the project with five schools in Bath. We donated £75,000 to each school, which they matched with £25,000 of funding to create industry-standard lab spaces. We also worked with the schools' teachers and an educational consultant to develop strategies and schemes of work, to help transform teaching and learning in the D&T classrooms.

We've never had more pupils opting for D&T, in particular girls, so the male/female ratio is balancing out more and more every year. Traditional D&T needs to be a thing of past.

Similar projects were run in the US and Japan. In both countries, Design and Technology isn't incorporated into the national curriculum. As a result, the James Dyson Foundation had to break new ground to introduce engineering education into the partner schools.

In the US, we worked with three schools in Chicago. Each school was given funding to equip their classrooms with industry-standard machinery, and we delivered more than100 hours of teacher training to develop new courses. These were well received by students - enrolment in design and engineering increased across all three schools. 2018 survey results also showed that over a third of students were interested in a career in engineering. In 2018, the Mayor of Chicago visited one of the schools and spoke of the Foundation's work as a 'gold standard' for corporate citizenship.

In Japan, the James Dyson Foundation implemented rigorous and extensive technology lessons in three junior high schools in Tokyo. As with the other global projects, lessons were created that challenged students to use their technical knowledge to engineer solutions to everyday problems. Survey data collected from the schools in 2017/2018 showed an increase in students who considered engineering to be important to our lives, and who were interested in engineering careers. The project was recognised by the Japanese government, and Japan's Ministry of Education has since embedded 'problemled learning' into the national technology education programme of study