We created this innovation because STEM in the early years is widely misunderstood as screens and coding. We believe STEM is something bigger: a way of joining science, technology, engineering and mathematics into one meaningful experience, where children learn by discovering for themselves rather than being told.
Young children learn best through their hands and senses. When they touch, build, see, hear and test something real, the experience stays with them far longer than a worksheet or a video. This matters more than ever. As screen time rises, young children's attention is harder to hold, and learning has to earn their curiosity rather than compete with a device.
Hands-on engineering also builds the habits children need for life, not just for school. Working in small teams teaches them to share, listen and communicate. Building something that does not work the first time teaches them to try, try again. This persistence and resilience supports children's wellbeing.
As we developed this integrated approach, we added two more literacies. STEM careers show children the real people and jobs behind each project. Sustainability invites them to notice real challenges around them, such as water, waste and animals, to feel empathy for those affected, and to design their own solutions.
Our goal is for every child's first experience of STEM to be joyful, practical and meaningful.
Each early-years level (Levels A, B, 1 and 2, Pre-K to Grade 2) contains 15 hands-on projects. Every project pairs a physical engineering kit with an illustrated student workbook, a teacher guide and short videos.
A typical project runs over one or two 45-minute lessons. Children meet a simple real-world challenge linked to a UN Sustainable Development Goal, such as helping an animal, saving water or moving a load. They draw their own idea in their workbook, agree on a team design, then build it with the kit in groups of three or four. They test it, improve it and share what they found. Every child keeps their own workbook across all 15 projects, so it becomes a portfolio of their thinking.
Teachers do not need a science background. Each project comes with a step-by-step teacher guide, a scheme of work, a project-introduction video, a build walkthrough and a STEM career video that shows children the real jobs behind the project. Teachers complete training with pre- and post-checks before they start.
Each level ends with a capstone project that children present to their school community.
The curriculum is mapped to NGSS, Common Core and Cambridge standards and is built on five pillars: STEM skills, social skills, academic reinforcement, sustainability literacy and STEM career literacy. It works fully offline, and a digital portal adds interactive versions where connectivity allows. Two independent peer-reviewed studies (n=719) have evaluated curriculum outcomes.
Since 2025 the Innovator's Workbook Series has reached more than 90,000 learners across 6+ countries. It has been approved by different Ministry of Education in Saudi Arabia, Malaysia, Jamaica and Zimbabwe.
Key achievements in the last two years:
Taguig City, Philippines: a city-wide government rollout of 62,017 workbooks and 4,532 kits for Kindergarten to Grade 3, with about 1,549 public-school teachers trained in September 2026.
Zimbabwe: Ministry teacher training begins in October 2026 through our national distributor.
Signed distribution partners in the Middle East, Turkey, Zimbabwe and the Philippines, with new partnerships in India and the UAE in progress.
Recognition: GESS Education Awards finalist, T4 Global EdTech Prize Top 25, QS Reimagine Education shortlist, Global EdTech Awards shortlist and the Singapore SME 500 Award 2026.
Goals for the next 2-3 years:
Bring the early-years levels to more public systems, prioritising low-resource and rural schools.
Enter the US market through school pilots, starting with STEM events in 2026-27.
Launch our digital portal with learning-gain analytics, so every school can see each child's progress.
Publish a formal Assessment Framework with pre- and post-assessments and capstone rubrics, and commission a new impact study focused on children aged 3-8.
Scale teacher training through train-the-trainer models with ministries and partners.
Since our first edition we have made three major changes.
A stronger design cycle for young learners. We added an explicit Improve step and rebuilt the Design and Plan and Feedback stages. Children now draw their own idea first, agree a team design, then test, fix and retest. This teaches children that a first try is not a failure. The new format is being rolled out across all levels.
Sustainability from the start. Every project now opens with a real-world challenge tied to a specific UN SDG target, written in simple, closed-ended language suited to young and second-language learners, rather than adding sustainability as an afterthought at the end. Illustrations use neutral figures so the books feel local in every country.
Measuring what children learn. With external assessment specialists, we are building a formal Learning Architecture and Assessment Framework. It includes short pre- and post-assessments, a simple four-level teacher rubric (Beginning, Developing, Proficient, Extending), a five-tap child self-assessment and a 30-second parent checklist, all feeding real-time learning-gain data. Level A, our youngest level, is one of the pilot levels.
We have also rebuilt the teacher guides and schemes of work to match the student books exactly, added three short videos to every project, and started converting lessons into interactive digital versions.
1- Contact us or tell us your country, age group and number of classes.
2- We will connect you with our local distributor, or supply directly where we have no partner.
3- Choose your level (A, B, 1 or 2 for the early years) and order one workbook per child and one kit per group of 3-4 children.
4- Your teachers complete our short training, online or in person.
5- Start teaching Project 1 straight away. No internet or prior STEM background is needed.
