Accredited by the World STEM FederationWe write the STEAM and AI curriculum that sits inside the school week, not beside it. Since 2017, more than 100,000 students have finished a NASCA programme, and the World STEM Federation accredits the work.
A working session in one of our partner schools.
Quick answer
NASCA is a STEAM education partner accredited by the World STEM Federation. We work inside classrooms in seven countries where we have partner schools: India, the US, UAE, UK, Singapore, Saudi Arabia and Australia, and run live cohorts for schools in 30 markets across Asia, the Gulf, Africa, Europe, North America and Oceania. We write K-12 curriculum, train teachers, run applied AI cohorts, and help universities build their own capability, from Pre-K to PhD.
We were started by teachers and parents. Today around 12,000 learners study with us, and a new AI Institute cohort opens on the first Monday of every month.
A day at NASCA
Six classroom blocks. One belief. Children should build with AI, not just consume it.
The same AI engine our curriculum team uses internally. Standards-aligned, grade-tuned, and tested with 100+ partner schools. Free, no signup.
Quick prompts
The 16 sub-streams
Sixteen technology sub-streams stacked into one living shelf. Glide your cursor down. Each one expands to show what children build inside.
Foundations Grade 3–5 · Formal stream Grade 6–12: The defining technical literacy of this generation.
Grade 4–12: Collect it, clean it, question it, and only then draw the graph.
Grade 1–12: Blocks to Python to real software, written, broken and fixed by the student.
Grade 6–12: A working app on a real phone, used by real people in the school.
Grade 1–12: Mechanical design, electronics, embedded code and creative problem-solving on one workbench.
Grade 3–12: Reading the world accurately, then acting on it precisely.
Grade 6–12: The maths a robot actually needs, taught where it is used.
Grade 1–12: From a single LED to multi-sensor circuits designed, wired and debugged by children.
Grade 6–12: Sensors on the wall, data in the cloud, dashboards the whole school reads.
Grade 1–12: The foundational discipline that precedes and informs every other STEAM stream.
Grade 1–12: The five-stage human-centred process, with a 3D printing strand from Grade 5.
Grade 1–5 entry point, continuing to Grade 12: science practised with the world outside the window.
Grade 1–12: Building with technology, not merely using it, from first webpage to deployed app.
Grade 7–12: From digital safety and cryptography to penetration testing, CTF and professional-format reporting.
Grade 10–12: From cryptographic hashing to Solidity contracts on Ethereum testnets.
Grade 11–12: First-principles superposition and entanglement, then real circuits on IBM hardware.
Our promise
We will never bore a child in the name of rigour. We will never replace a teacher with a chatbot. And we will never publish a curriculum we wouldn't put our own children through.
Signed
"Built by parents, for every child."
, The NASCA team
Where you fit
Sixty seconds
No brochure language. One class, one period, from the question on the board to the thing on the table at the end. If it looks noisier than a normal lesson, that is because it is.
See what is taught →We are cutting sixty seconds from a real session rather than staging one. It lands here shortly.
Sixty seconds inside a NASCA session. Filmed in a real class, no actors. 0:60
From the journal
The United Kingdom is at a crossroads, where the promise of artificial intelligence meets the necessity of ethical stewardship in education. We explore how responsible policy shapes future learning.
In classrooms from Boston to San Francisco, AI is not just a tool, but a thoughtful companion. We consider how its thoughtful integration reshapes learning, preparing young minds for a world yet to be fully imagined.
In the heart of the UAE, where sand meets innovation, we see a new vision for growth. STEAM projects are not just lessons here; they are blueprints for a future lush with possibility, transforming arid landscapes into vibrant learning grounds.
We consider how artificial intelligence, far from replacing the human educator, is instead rekindling the essential joy of teaching across India's vibrant classrooms. This is not about automation, but elevation.
AI is not just a tool for the future, but a present reality reshaping learning from Riyadh to Rochester. We explore how intelligent systems are enriching educational experiences globally, making complex concepts accessible and personalizing paths to mastery.
Meet Ahmed Al Mansouri, a young Emirati who, after studying with NASCA, is building Dubai's next generation of smart infrastructure with AI. His story shows us what happens when ambition meets opportunity in the heart of the UAE.
From the bustling classrooms of Bangalore to the serene villages of Rajasthan, India is not merely adopting AI. We are reimagining its very foundations within education, cultivating a generation of thinkers, not just users.
The future of work, shaped by AI, demands more than rote skills. We must cultivate adaptable minds, critical thinkers, and creative problem-solvers who can thrive alongside intelligent machines. This means rethinking our educational priorities, from early years to lifelong learning.
The United Kingdom is at a crossroads, where the promise of artificial intelligence meets the necessity of ethical stewardship in education. We explore how responsible policy shapes future learning.
In classrooms from Boston to San Francisco, AI is not just a tool, but a thoughtful companion. We consider how its thoughtful integration reshapes learning, preparing young minds for a world yet to be fully imagined.
In the heart of the UAE, where sand meets innovation, we see a new vision for growth. STEAM projects are not just lessons here; they are blueprints for a future lush with possibility, transforming arid landscapes into vibrant learning grounds.
We consider how artificial intelligence, far from replacing the human educator, is instead rekindling the essential joy of teaching across India's vibrant classrooms. This is not about automation, but elevation.
AI is not just a tool for the future, but a present reality reshaping learning from Riyadh to Rochester. We explore how intelligent systems are enriching educational experiences globally, making complex concepts accessible and personalizing paths to mastery.
Meet Ahmed Al Mansouri, a young Emirati who, after studying with NASCA, is building Dubai's next generation of smart infrastructure with AI. His story shows us what happens when ambition meets opportunity in the heart of the UAE.
From the bustling classrooms of Bangalore to the serene villages of Rajasthan, India is not merely adopting AI. We are reimagining its very foundations within education, cultivating a generation of thinkers, not just users.
The future of work, shaped by AI, demands more than rote skills. We must cultivate adaptable minds, critical thinkers, and creative problem-solvers who can thrive alongside intelligent machines. This means rethinking our educational priorities, from early years to lifelong learning.
A note from the team
If you've read this far, thank you. NASCA is a small team doing big work in quiet rooms across seven countries. If anything here speaks to you, write to us directly. We read every email.
The NASCA team
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