OUR STORY

It started with
a real classroom barrier.

A learner could understand the science and still struggle to begin, follow the method or turn observations into writing. FIXSTEM grew from asking what would make that whole journey more accessible.

Secondary school physics teacher demonstrating electromagnetic induction to an attentive class of teenage schoolboys in a British laboratory
ROOTED IN TEACHINGStart with what happens in the classroom.Illustrative image · Science classroom teaching

FOUNDER / MOHAMMED BASTHAMI

Science knowledge.
Classroom experience.
A practical question.

Mohammed’s experience teaching KS3 and KS4 science in UK state schools shaped FIXSTEM around the realities of a busy lab: safety, equipment, pacing, assessment and limited staff time.

His King’s College London PGCE research into supporting dyslexic learners explored chunking, visual scaffolds and structured prompts. The application reports a Distinction for this research assignment.

A First Class BSc in Physics and MSc Physics study at Queen Mary University of London, including machine learning, inform the technical ambition. Specialist SEND assessment and product development remain areas for collaboration.

Founder background described in the FIXSTEM enterprise application. Institutional references describe education and experience, not endorsement or partnership.

OUR DESIGN PRINCIPLES

Understand the barrier.
Keep the challenge.
Make support useful.
Measure what changes.

Start with SpLD access, especially dyslexia. Build with learners and staff. Extend the approach only where evidence supports it.

FIXSTEM — Learning Reimagined

Learning reimagined begins with understanding what gets in the way.

THE LONGER VIEW

More ways into science.
More futures to explore.

The long-term ambition is wider participation in STEM. The first step is to test whether better support around a practical makes learning more accessible.

QUALITY EDUCATION

Access to the learning.

Give learners a clearer route into practical work and scientific explanation.

REDUCED INEQUALITIES

Participation with agency.

Work towards school-supported access and meaningful learner choice.

RESPONSIBLE INNOVATION

Technology with a purpose.

Test adaptation and immersion against learning, wellbeing and teacher usability.

Good inclusion
is a shared effort.

We welcome school teams, SEND specialists, researchers and technical collaborators.

Build with FIXSTEM