We provide
- Course design and lesson plans
- Teaching aids, materials and equipment lists
- Teaching staff, or training for your own teachers
- Delivery, and documentation of outcomes
- Extension activities built on HITSZ resources
STEAM PBL Courses
Project-based STEM courses
A co-designed course service for schools and education providers. Using project-based learning, we take the curriculum logic proven in our camps and put it to work in everyday classroom settings.
How It Works
Doing science, not just hearing about it
Our project-based STEM courses start from a real problem. Students work through the full research cycle — ask, hypothesise, experiment, verify, reflect — getting hands-on with AI, coding and robotics along the way. Unlike a traditional lecture, the emphasis is on making, testing and working in teams: building knowledge through trial and error, and solving genuine problems inside a project. Science literacy, inventive thinking and digital skills move forward together.
- Partners Primary and secondary schools, education providers, science centres and regional education programmes
- Formats After-school services, club courses, school-based curriculum, STEM festivals and themed weeks
- Structure Designed around your timetable — single topic sessions or multi-session units
- Year levels Matched to the topic and confirmed in the proposal
Method
How a unit is organised
Each unit moves through problem, method, verification and presentation — asking students to complete a full cycle of research rather than stopping at the making stage.
Frame the question
Start from a real setting and help students narrow a vague curiosity into a specific question that can actually be tested.
Build the method
Supply only the principles and tools the topic needs — structures, circuits, coding or data handling — with no padding.
Test by making
Students build and debug in groups. Failure is allowed and has to be recorded. This stage usually takes the most sessions.
Present the findings
Conclusions are delivered as a demonstration, a defence or a research record — turning "we built it" into "we can explain why".
Division
Who does what
Co-design means both sides contribute. Agreeing the split up front makes everything afterwards smoother.
The school provides
- Clear teaching objectives and timetable
- Venue, facilities and class organisation
- An internal contact and academic oversight
- Participation in reviews and staged feedback
Process
How co-design runs
From the first conversation to delivery, we work in stages, each with something reviewable. Schools can ask for changes at any point.
Courses are built around your teaching objectives. Topics, session counts and costs are confirmed once the proposal is agreed.
- Requirements Year levels, available sessions, facilities and teaching objectives.
- Proposal A course outline, unit objectives, equipment list and quotation.
- Review Reviewed with your academic team; difficulty and outcome formats adjusted.
- Pilot One unit run with a small group to test the pace and the results.
- Rollout Revised from the pilot feedback, then extended to more classes or a longer run.
Next Step
Discuss a course partnership
Tell us your year levels, available sessions, facilities and teaching objectives, and we will send a course framework.