The Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA), together with partner Coderina, has begun a three-day coding and robotics training workshop for junior secondary school (JSS) STEM teachers. The workshop aims to build practical skills, promote hands-on learning, and support sustained use of donated robotics kits in teaching.
Key Takeaways
- CEMASTEA and Coderina are running a phased workshop for JSS STEM teachers.
- Training focuses on practical coding, robotics and computational thinking for classroom use.
- Participants receive training materials, accommodation, meals and transport reimbursement.
- Schools must nominate one teacher per kit — ideally a teacher trained in the July 2024 virtual session.
Why coding and robotics training matters for JSS STEM teachers
Practical experience in coding and robotics helps teachers translate abstract concepts into hands-on lessons. When teachers can build, program and troubleshoot simple robots, learners grasp computational thinking faster. This training supports active learning, improves problem-solving skills, and aligns with modern STEM teaching practices.
Who is running the workshop
The workshop is organised by CEMASTEA in partnership with Coderina. CEMASTEA invited junior school teachers for phased sessions, beginning with Nairobi teachers convening at the Karen centre. The initiative is partner-funded and targets schools that received robotics kits after a virtual training in July 2024.
Workshop objectives and topics covered
The invitation from the CEMASTEA CEO lists clear objectives. Trainers will:
- Enhance teachers’ practical skills in coding and robotics.
- Promote learner-centered, hands-on STEM instruction.
- Support effective and sustained use of donated robotics kits.
Typical workshop topics include basic programming concepts, block-based and simple text coding, robot assembly, sensor use, classroom lesson design, and assessment strategies for maker-style activities.
What participants receive
CEMASTEA will provide:
- Training materials and learning guides.
- Accommodation and meals for the workshop period.
- Reimbursement for participants’ transport costs.
These provisions help teachers focus on learning without bearing extra logistical costs.
How schools should select teachers for the program
Each school that received robotics kits must identify one teacher to attend. Priority goes to:
- A teacher already involved in coding and robotics delivery at the school.
- A teacher who participated in the earlier virtual training (July 2024).
- Teachers with an interest in leading peer training and curriculum integration.
Choosing the right teacher ensures the skills reach many learners through in-school training and lesson planning.
Linking the training to curriculum and classroom resources
To use the workshop outcomes effectively, teachers should align activities with local curriculum designs and lesson plans. Useful resources include junior secondary curriculum guides and CBC lesson plans that support practical STEM activities. For curriculum alignment and ready teaching materials, see the JSS curriculum designs, the CBC curriculum designs, and the JSS teaching notes. These resources can help teachers convert workshop skills into weekly lesson sequences and assessment tasks.
Practical tips for teachers after the workshop
- Create simple lesson plans that integrate a single robotics challenge per week.
- Use pair or small-group tasks so all learners get hands-on time with kits.
- Document lessons and student work to build a bank of classroom-ready activities.
- Share knowledge with other teachers through brief staff training sessions.
Next steps for schools and teachers
After attending the workshop, nominated teachers should start by piloting one robotics lesson, then scale to a short unit of work. Schools should schedule regular maintenance checks for kits and create a sign-out system to ensure equitable access. When teachers combine practical robotics tasks with curriculum objectives, learners develop stronger STEM skills and practical confidence.
