EFK Robotics Course – What’s Inside?

17 Aug 2017

EFK Robotics courses cover Junior to Apprentice to Master level with over twenty different themes. Students in our last robotics workshop “2020 Robotics Olympics” enjoy the class very much. One of the parent comments “My son is very excited to attend the course everyday. He loves to play with EV3 so much! The course has provided a lot of creative ideas for him.” Another parent says “My son is having fun and enjoyable time in class. He loves all his work being done in class and able to share his bring back with us at home.” Not just parents, students also share their joy in their feedback. One of the girl participant, Bernice reflects in her feeling “I love having a lesson like this. This is the best lesson ever.” Another boy participant, Porus says “Instead of just learning, you are also having fun.” You can also see other people comments in our new website.

After Robotic Olympic, we will launch another popular Robotic course in North Point on every Sunday morning. The course will be about mission to Mars. Students will be coding robots this time to solve problems that human will encounter in extreme terrains on Mars. Tasks performed by robots this time will include exploring areas that humans cannot travel, assisting safe disposal of explosives, analysing data provided by sensors and react to it appropriately and mimic the behaviour of humans or animals.

Innovative minds need constant stimulation. Students will be solving new problems related to the extreme conditions on Mars this time. Different problems set will bring in different fun and challenges to learners. The learning journey will be beyond traditional classroom activities that students experience.

Mechanical Course

12 August 2017

Mechanical concept sounds very complex but when we apply it in Engineering For Kids workshop for age 4-14 students, it brings lots of fun and challenges.
Mechanical Workshop includes making toys like Spinners, Magical Boomerang Cans, Windup Whirligigs or creating widgets like roller coasters, catapults, egg-drop vehicles or even air powered dragster. Students will not need to design, create, test and then
improve which is based upon our Engineering Design Process (EDP). The process empowers students to use their creativity to design, basic mechanical principles to create, scientific mind to test before further improving the design and rebuild. Students usually have full motivation to improve their product and make it work better and better.
In the coming regular September workshop, we will bring two courses related to Mechanical concepts. “Let’s Make Toys” on Sunday morning in North Point is designed for junior age 4-6. To expand on the children’s passion for toys, this workshop will allow them to design and create their own toys like Buzzer and guitar vibration, Boomerang Can and Spinner. “Design Extreme” on Wednesday after school in North Point is for apprentice age 7-10. Machines of distinct purpose will be designed and created on their own to solve how long, how strong, how fast and how can questions. They can  explore further at home after each session.
STEM course, STEM, Architecture

Engaging Children in early STEM Education

27 June 2017
Experts in education, industry, and national security all agree that there is a national imperative to graduate students with a thorough understanding of science, technology, engineering, and mathematics (STEM.) But many parents and teachers wonder, at what age is it appropriate to start teaching STEM? And how can we implement these concepts into early childhood education? The answer is: It is never too early to start STEM education, and an ideal way to teach STEM is to go out into nature.
In Engineering For Kids Junior Program, we aim to introduce students at 4 to 6 to Engineering Design Process as a method of individual discovery and inquiry. Provide numerous opportunities for exploration into various fields of STEM through authentic hands-on experiences and real-world application and make learning interdisciplinary through fun and engaging hands-on activities.
By asking the right questions, we can help stimulate investigations where students are identifying objects, making comparisons, making predictions, testing ideas, and sharing discoveries, all while engaging various STEM activities. In this way, children can learn concepts from different disciplines in different contexts.
The research is quite clear that the best practice in early childhood education is to break away from passive instruction and allow for more play and investigation, and this kind of learning early in life builds skills and interests that serve children throughout their school years, and later in life. Lilian G. Katz, in STEM in the Early Years, lays out a case that the best practice for early education is to allow students to be active, engaged, and take initiative in their own learning. Long-term research also indicates that being allowed opportunities to take initiative in your own learning is not only good for STEM learning, but for overall long-term academic success.
Our Summer Junior Camp, Challenging to the Sky allows students to be active, engaged, and take initiative in various sky related topics like 321 Blast Off, Sailing the Skies, Over the River, Arches and Stomp Rockets.
Early childhood education should tap into children’s natural curiosity and give them ample opportunities to be active participants in their own learning. Natural settings offer children almost unlimited opportunities to explore and investigate, helping them build STEM skills that create a solid foundation for future learning
We are ready to Challenge the Sky now. What about you?