Integrated STEM Program — Robotics · AI · Drones
Robotics, AI, and drone technology as one school discipline — not three hobby clubs. Forty weeks a year inside the timetable, grades VI to XII, on hardware students keep coming back to.
Three ways in
The annual program is the full curriculum inside a school timetable. Weekly training is the same spine at a lighter cadence. In-house training runs at our own lab for students whose school has not started yet.
The flagship. A full academic year of robotics, AI, and drone technology delivered inside your school's timetable — four terms from Foundations to Advanced Systems, with buffer weeks pre-absorbed for Dashain–Tihar, terminal exams, and school events.
For schools not yet ready to timetable the full year. One session a week on the same platform spine, the same Safety Passport, and the same fortnightly gates — a working entry point that upgrades cleanly into the annual program.
Training at our own lab in Buddhanagar, for students whose school does not run a program yet and for holiday cohorts. Small crews, full bench and hardware access, and the same Nepal Project Bank builds.
The year
Not an after-school club that competes with tuition. Four ten-week terms that sit in the school day and follow the Nepali academic calendar.
Foundations. Mechanism, drivetrain, and block coding on micro:bit.
Assessment — Bench check
Sensing and control. Arduino and ESP32, wired sensors, actuators.
Assessment — Circuit viva
Intelligence. Python, dataset collection, on-device inference.
Assessment — Notebook review
Flight and capstone. Drone build, then a project-bank piece.
Assessment — Showcase
Grades VI to VIII run the same arc at kit depth — pre-built modules, block coding, guided builds. Grades IX to XII run it on bare boards, in Python and C, and are expected to debug their own wiring.
Project bank
Every term ends in something that runs. The bank is the running list schools pick from, sized to the grade band and to the hardware already in the lab.
Guided builds on kit hardware
Reflectance sensors, a two-motor drivetrain, and the first taste of a control loop that overshoots.
Temperature and humidity logged across a term, then plotted — the first dataset the class owns.
Ultrasonic ranging and a decision tree the students write out on paper before they code it.
Bare boards, own wiring
An accelerometer drives a three-servo arm. Calibration and drift are the lesson, not the servos.
A particulate sensor on the school roof, publishing to a local dashboard over Wi-Fi.
Wall-following, then a remembered route. The first project where a wrong turn is cheaper than a rebuild.
Capstone work, defensible results
A mapped flight over a plot, imagery stitched, and a simple index computed per row.
Students record and label their own audio, train a small model, and run it on-device.
Line network, fiducial markers, and a dispatch queue. The closest thing here to industrial work.
Safety
Lithium batteries, hot irons, and spinning propellers in a room full of teenagers. These are the standing rules, and they are the same at every partner school.
Bench work is never unsupervised. A second adult from the school is present for any session involving power tools or flight.
Eye protection, a fume extractor at the bench, and a demonstrated pass on the technique before a student is allowed a hot iron.
Charging happens in the lab, in a bag, on a logged timer — never overnight, never in a classroom or a bag left in a locker.
Routine flying is done in a netted cage. Outdoor flying is instructor-only and follows the prevailing CAAN rules for the airframe and site.
Every cut, burn, crash, and near-miss is written down. The log goes to the school with the term report, whether or not anything happened.