Teacher development / NanoSkool
Teacher training
A curriculum is only as good as the teacher delivering it. So the training is not an afternoon workshop \u2014 it runs as long as the programme does.
01 — The programme
Induction, then support that does not stop
- Facilitator induction
- Before launch. Hands-on with the kit, walked through the curriculum spine, and given the first term's lessons in detail.
- Teacher guide
- Written for a non-specialist. The subject knowledge behind each lesson, the common student errors, and how to answer the questions you will actually be asked.
- Classroom rehearsal
- Teachers run a real lesson with real students while we are in the room, before they run one alone.
- Ongoing mentoring
- Scheduled check-ins through the first year. The first term is where most STEAM programmes quietly fail, and it is almost always a support problem rather than a content problem.
- STEM educator upskilling
- A deeper track for teachers who want to go further, with certification.
- Exchange opportunities
- International teacher and student exchanges, and global university collaborations.
02 — What we do not do
Hand you a box and wish you luck
Most school technology fails the same way. Equipment arrives, someone is nominally responsible, no time is protected in the timetable, and eighteen months later the kits are in a cupboard. It is rarely the hardware's fault.
So the training is designed around the failure mode rather than the product. Teachers are not asked to become engineers — they are asked to run a lesson, and given everything needed to run it well, including someone to call when it does not go to plan.
Your next step
Teachers first.
If you are weighing a robotics programme, start by asking what happens to your teachers in the first term. We are happy to answer that before anything else.
Talk to us