28 Y E A R B O O K 2 0 1 8 and addressed in a way that engages, promotes understanding, and inspires further, deeper and more prolonged engagement. The aim is that paddlers become swimmers, swimmers become divers and divers dive deeper. For example, the same technical research output on the properties of natural stone can be conveyed through the use of petrographic slides to an expert audience, or through the medium of impermeable chocolate on a biscuit to schoolchildren. Both approaches are equally appropriate and memorable to the relevant audience, and both are based on the same scientific knowledge and understanding of materials. INTO THE MELTING POT The concept of the Engine Shed as a melting pot has been fulfilled in two ways. First, we moved three teams – Science, Digital, and Technical Education – into the same building: the melting pot. Uniting these different disciplines allows us to convey our messages through informal and formal methods of education and outreach using inspiring and innovative techniques. These range from state- of-the-art technologies like virtual reality and visualisation using 3-D headsets to traditional ‘low-tech’ approaches such as apprentices gaining hand-on experience of traditional stone carving. Secondary School children visit the lab to learn about microscopy and thermal imaging, which links science activity at school to the world of work. Undergraduate built environment students attend a summer school to gain practical experience of craft skills which, one day, they could be specifying. Second, by opening our doors to the public from Monday to Saturday and hosting meetings of organisations from across the heritage sector and beyond, we can bring together diverse groups of users. The melting pot can be shared by toddlers from the local play group playing with rubber bricks, young people undertaking a creative industries course at the local college looking at digital interpretation, and the General Trustees of the Church of Scotland seeking technical advice. This mix of ages and abilities, with different questions and needs, can find a common interest in what the Engine Shed and HES have to offer. The Engine Shed has provided HES with a platform to support the sector in a different and hopefully innovative way. However, we realise that the issues the sector faces cannot be solved by a single building. We have found in the past eight months that what it does provide is a model and methodology to present the historic environment in a different way, which links in with the current agenda of Science, Technology, Engineering and Maths, without diluting the importance of our cultural heritage. In fact, we have discovered that we can enhance the public’s understanding and appreciation by demonstrating the real people with real skills and ability who stand behind these topics. Since not everyone can come to Stirling, we are also continually developing a network of partners to share our experiences and ideas with, including community groups, schools, BPTs and national organisations. We see the Engine Shed as a hub with many spokes, hopefully providing ideas and support for those who, like us, wish to raise standards and inspire a new generation of young people to get involved. Colin Tennant is head of technical education and training at Historic Environment Scotland’s Conservation Directorate. CONSERVATION QUALIFICATIONS AT THE ENGINE SHED At the heart the new Engine Shed facility is a programme of innovative postgraduate training designed to provide a practical conservation education for fledgling heritage professionals. The course was devised to enable HES to share with this next generation of conservationists the wealth of in-house knowledge accrued by its architects, scientists and practitioners over many years of practical site work and extensive research undertaken for its catalogue of technical 35 publications. The HES postgraduate course focuses firmly on the nature, use and repair of historic building materials within the wider context of Scottish architectural traditions, universal conservation principles and practices, and the latest techniques of scientific investigation, analysis and documentation. The emphasis on traditional fabric provides the framework for a practical understanding of best practice in repair, monitoring and maintenance work, enhanced by the study of challenges brought on by climate change, issues of skills training and the need for sustainable sourcing of appropriate replacement materials. The taught programme, devised in accordance with IHBC’s Areas of Competence and the ICOMOS Guidelines on Conservation Education, is augmented by hands-on craft work, petrographic and mortar analysis in the Engine Shed science labs, and studio work with the HES digital documentation team. A unique feature of the course is the opportunity to undertake site visits to active repair projects across the HES estate, as well as to a range of grant-aided sites such as Glasgow School of Art, where conservation practitioners from the private sector also share their broad experiences and invaluable expertise. The range of qualifications includes: • CPD modules certificated by HES • Group Awards, or Units, certificated by the Scottish Qualification Authority • Advanced Professional Diploma validated by Forth Valley College • Masters Degree to be validated by the University of Stirling. Gordon Urquhart BA MSc IHBC FSA Scot is the postgraduate course manager at Historic Environment Scotland. Postgraduate students sample a wide range of craft skills including stonecutting, leadworking, earth building and lime-based tasks.