Driving inclusion in STEAM: The impact of a collaborative car building project

At Wimbledon High School GDST, partnerships lie at the heart of how we expand opportunities for pupils, teachers, and our wider community. Through sustained weekly collaboration with partner schools, it is evident that collaboration can spark curiosity and confidence, alongside a deeper understanding of people from diverse backgrounds.

This term, we launched an electric‑car‑building challenge, using the Greenpower Education Trust ‘Goblin Car’ project. This is a fitting example of a programme that brings together budding female engineers from our partner primary schools, our own Year 5 pupils, and Year 10 WHS student mentors. Together, they design, build, and ultimately race their own electric car.

But this project is about far more than engineering. It’s about:

Embedding a more inclusive, future‑focused approach to science education

Empowering every student to recognise themselves as part of the STEM community

Showcasing the diverse voices and ideas shaping tomorrow’s scientific discoveries

Connecting classroom science to real‑world challenges and meaningful community impact

Launched in January, our Goblin Car project, which is part of the Greenpower Education Trust is a STEAM-based project aimed at high achieving students in year 5 from our partner schools, Granard, Sacred Heart and West Wimbledon. These girls work alongside WHS year 5 students to design, build and then race a battery-powered goblin car at Goodwood track, in June.

The project itself was proposed, designed, and delivered by two sixth-form students currently serving on the student leadership team and is a strong example of female leadership and empowerment. Year 10 mentors and teaching staff, work with a dedicated team of sixth-form students studying Physics, Maths, Chemistry, DT and Art to deliver lessons to the year 5 students. The programme itself takes place weekly, over 17 weeks after school, and we find our workshops and classrooms a buzz of activity, with drilling and hammering a staple of each session.

This is an initiative where we mentor Year 5 students from our local partner schools - the goal is to build a fully functional electric car from scratch. We prepare them to compete on the professional track at the Goodwood Motor Circuit.

Y10 Wimbledon High School student and mentor, Nabila

Working from a kit with everything needed to assemble a functioning electric car, and a very long list of complex instructions, the year 5 pupils have designed a logo each, and then voted for their favourite logo, to be printed on their overalls and onto the bodywork of the car. This process has given them the opportunity to be creative and to have control over the car’s final design, at the same time casting a vote and understanding the concept of democracy. They have tested a range of materials, to see which would be most robust, and at the same time lightweight for racing and sustainable for the environment. They have tested the aerodynamics of a plasticine car, via the use of a smoke machine.

As part of the course, pupils complete a portfolio of their work. As well as gaining useful knowledge and practical skills, they develop valuable key skills such as negotiating, teamwork and problem-solving – and will hopefully be inspired to pursue STEAM in greater depth.

There is no doubt building a car is undoubtedly a huge undertaking, with weekly sessions of an hour and a half over 17 weeks, and a hard deadline of Race Day looming at the end. This week was a good opportunity to catch up with the engineers and see progress.

The girls have had an amazing time, trying something completely new. It's wonderful to see them getting stuck right in and getting hands on with the construction of the chassis. Our group spent this week attaching the steering column and rear axle for the car. Next week’s challenge is the wheels!

Mr Coats, from Granard Primary

Nabila says breaking things down into stages to build the mentees’ confidence has been key; “We started creatively by designing logos, then moved to engineering basics by making lollipop stick cars. Once they understood this, we moved to the real thing: building the seat and base. We even did crash tests using LEGO models to demonstrate important safety considerations before we moved further into the main build.” 

Her favourite part of the sessions is: “Talking with my mentee – it’s an invaluable part of the experience – I always look forward to catching up each week with her. While the engineering is fun, building a relationship and bond with my mentee is my favourite part.”

Nabila added also that she is: “incredibly excited to hopefully go to Goodwood- it will be fun to see the end product of all of our sessions.”

Through initiatives like this, WHS continues to champion better gender balance and broader inclusion across STEM and STEAM education.

It also reflects our wider commitment to a philosophy of Playful Scholarship, encouraging creativity, experimentation, and joy in learning, and our powerful tradition of ‘vertical connections’ mentoring, where older students guide and inspire younger learners.

Partnerships open doors. When we learn with and from each other, we create richer experiences, and a more inclusive future for science.

As Race Day at the Goodwood track approaches this summer, we look forward to keeping up to date with our young engineers’ progress.

Written by Jenny Cox, Director of Co‑curricular, Partnerships and Philanthropy, Wimbledon High School