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Nqobile Tshili, [email protected]

MODERN learners must be equipped with skills for a fast-paced digital world and there is no best way to do so than anchoring them fully on this path from a tender age.

This is what a Nkulumane-based Charleston Trust Primary School in Bulawayo is doing, having championed the teaching of robotics for all its classes to foster critical thinking and problem solving at infant level.

The move aligns with the Heritage-Based Curriculum whose thrust is to exploit local resources for national development. 

The introduction of robotics follows the introduction of coding classes last year, making it one of the pioneer schools to introduce coding and robotics classes.

The school’s innovation last year attracted the attention of Primary and Secondary Education Minister Torerai Moyo, who visited the school to observe Grade One pupils attending coding lessons.

The school is one of the private schools that are complementing Government efforts to provide quality education to all citizens.

The school’s Information Communication Technology (ICT) teacher, Mr Admore Ndlovu, said they want to produce pupils with skills to tackle 21st century challenges while aligning to national development goals. 

“The decision to introduce robotics was driven by our commitment to preparing learners for a rapidly evolving digital world. Globally, robotics is revolutionising industries (from agriculture to healthcare) and we aim to equip our pupils with foundational skills to thrive in these fields,” he said. 

“Additionally, Zimbabwe’s National Development Strategy (NDS1) and Vision 2030 emphasise innovation, science, technology, engineering and mathematics education, which aligns perfectly with this initiative,” said Mr Ndlovu.

He said the positive reception of the school’s coding programme last year further motivated the authorities to expand into robotics to ensure their learners stay ahead.

Mr Ndlovu said robotics is integrated into the curriculum for all learners, starting from Early Childhood Development (ECD) up to Grade 7. 

He said infants engage in basic concepts through play-based activities while older grades tackle more complex projects involving programming and problem-solving.

“Robotics foster critical thinking, creativity and collaboration. It encourages learners to approach problems methodically, test solutions, and persist through challenges,” said Mr Ndlovu.

 He said these skills empower pupils to address local issues such as designing tech solutions for agriculture or renewable energy. 

“Robotics nurtures digital literacy, positioning our learners to compete nationally and globally,” said Mr Ndlovu.

He said the school’s robotics curriculum combines hands-on engineering (building robots using kits like LEGO Education) with programming (coding robots to perform tasks). 

“Learners explore concepts like sensors, motors and automation while applying mathematics and science practically,” said Mr Ndlovu.

He said last year’s introduction of coding provided the foundation for teaching robotics. Mr Ndlovu said while coding teaches logical thinking and algorithm design such as creating animations or games, robotics brings the code to life in the physical world.

“Think of coding as writing a story and robotics as performing that story on stage! Together, they create a holistic understanding of how technology shapes reality,” he said. 

Mr Ndlovu said Zimbabwe’s Heritage-Based Curriculum prioritises innovation and problem-solving rooted in local context. 

“Coding aligns with this by teaching learners to create solutions that honour our cultural values while embracing modernity,” he said.

Mr Ndlovu said coding and robotics can be used to promote indigenous languages or simulate historical events.

Charleston Trust Primary School showcasing robotics kits.

“This blend of heritage and technology ensures our youth preserve their identity while driving national progress. Early exposure cultivates computational thinking, which entails breaking down complex problems into manageable steps. Pupils also develop resilience and creativity,” said Mr Ndlovu. 

This, Mr Ndlovu said, demystifies technology thereby inspiring confidence in fields often perceived as difficult, especially for girls. 

“Over time, this prepares them for advanced STEM studies and careers, bridging gender and skill gaps in Zimbabwe’s tech sector,” he said. Mr Ndlovu said the school’s innovations reflect its belief in holistic and future-ready education.

“We’ve partnered with local tech hubs to enhance resources and teacher training. Upcoming events include a Robotics Fair where pupils will showcase projects addressing community challenges. 

“Through blending tradition with technology, we’re nurturing agile thinkers who honour their heritage while shaping Zimbabwe’s future,” he said.

Mr Ndlovu said parents can support the school through encouraging curiosity through STEM toys, books, or family coding challenges.

He said parents and guardians can also buy devices that enable children to utilise technology they use at school.

Meanwhile, the school has also introduced French as an international subject and the subject is taught from ECD to Grade 7.

“As Zimbabwe strengthens ties within SADC and the African Union, French (a key language in 30+ African countries) opens doors for future collaboration. 

“Learning French enhances cognitive flexibility, cultural empathy, and global communication skills. For instance, pupils can engage in pan-African projects or pursue opportunities in Francophone nations,” said Mr Ndlovu. —@nqotshili