For schools
A STEAM programme your existing teachers can actually deliver.
Curriculum, platform, teacher certification and assessment as one system, mapped to the national curriculum. Simulator-first, so you are not buying a hardware seat for every child in year one.
Grades 1–12
Mapped to the national curriculum
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Schools, universities and public-sector partners
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Completed certification, not attendance
13+
Historical and online reach — not permanent physical presence
The real constraint
You cannot hire a robotics specialist, and you should not have to
Every STEAM programme that requires a dedicated specialist per campus stalls the moment that person resigns. The model has to work with the science and IT teachers already on your payroll, or it is not a model — it is a dependency.
| Constraint | Conventional | This model |
|---|---|---|
| Teaching capacity | Hire a specialist per campus | Certify your existing science and IT staff |
| Hardware cost | One kit per student, year one | Simulator-first; kits become an upgrade |
| Connectivity | Assumes stable broadband | Low-bandwidth, offline-tolerant content |
| Timetable | Needs a new dedicated period | Fits an existing period from term one |
| Measurement | Attendance and enrolment | Assessed outcomes per learner |
| Staff turnover | Programme leaves with the specialist | Certification stays with the school |
Curriculum
Published in full, before you talk to sales
Scope and sequence by grade band, with standards mapping and downloadable sample lessons. Read it, take it to your head of department, and come back only if it holds up.
| Band | Strands | Modules | Weekly load | Assessment | |
|---|---|---|---|---|---|
| Grades 1–5 | Making · Logic · Digital citizenship | 24 | 1 period | Portfolio | Sample lesson |
| Grades 6–8 | Robotics · Coding · Design thinking | 32 | 2 periods | Portfolio + project | Sample lesson |
| Grades 9–12 | AI · Electronics · Entrepreneurship | 28 | 2 periods | Capstone, assessed | Sample lesson |
Implementation
What the first term actually looks like
The most common reason school programmes fail is that nobody was clear about ownership in week one. Here is who does what, with dates.
Days 0–30
Setup
We do — We configure accounts, import classes, test devices and slot the timetable.
You do — You provide the class roster and confirm which period it occupies.
Days 31–60
Teacher certification
We do — Four sessions plus assessed practice. We observe the first two modules delivered.
You do — Your teachers deliver those two modules, with us in the room.
Days 61–90
Independent delivery
We do — We review progress data monthly and issue the first school-level report.
You do — Your teachers run it. We are support, not staff.
For your board
Everything you need to make the case without us in the room
No form, no email gate. Take it to your committee, and come back when you're ready — or don't.
Before you ask
What heads of school ask in the first meeting
Answered here so the meeting can be about your school rather than about us.
Certification is four sessions plus assessed practice, delivered inside existing INSET time where possible. After that, lesson plans, resources and grading are pre-built in the platform — the intent is that preparation time is lower than for a subject they write themselves, not higher. This is the objection we take most seriously, because a programme teachers resent does not survive year two.
Certification is per teacher, but curriculum, resources, progress data and school-level reporting stay with the school. Re-certifying a replacement runs on the next scheduled cohort at no additional licence cost.
Not to start. Delivery is simulator-first precisely so hardware is an upgrade decision you can take in year two with evidence, rather than a capital commitment you take in year one on faith. Schools that add kits usually do it at cluster level rather than per student.
Each module carries an explicit standards mapping, published in the curriculum guide rather than asserted on a slide. Where a module goes beyond the national curriculum, that is marked as extension rather than presented as coverage.
A termly school-level report: participation, assessed outcomes by grade band, teacher delivery status, and a comparison against the previous term. A redacted sample is in the board pack above so you can see the format before committing.
Students keep it. Learner records live in My LearnOBots and are not deleted when a school licence ends. The school loses access to the dashboard and reporting; the learner loses nothing.
Talk to someone who has done this in a school like yours.
One meeting covering curriculum, teacher delivery, implementation and cost. We will tell you if your timetable makes this hard before you commit to anything.