For schools and education organisations, ages 3 to 12. Online, anywhere.
Practical support for the people and programmes that shape children's learning.
Good teaching needs more than good ideas. Teachers need strategies they can actually use. Curriculum needs to translate into meaningful learning experiences. And resources need to work with the children sitting in front of us, not just look good on paper.
I work with schools and education organisations across three areas: one-to-one teacher coaching, content and curriculum design, and learning resource creation. My approach comes from over 13 years of working across classrooms, teacher development, early childhood education and curriculum, and from continuing to work directly with children today. Talk to me about what you need.
Three ways we can work together
One-to-One Teacher Coaching
Support for the teacher behind the classroom
Sometimes a teacher doesn't need another workshop. They need someone to sit with them, understand what is happening in their classroom and help them think through it.
One-to-one coaching creates space for teachers to reflect on their practice, understand the children they are working with and develop practical strategies they can actually use. Coaching can focus on areas such as:
- understanding how children learn and develop
- attention, engagement and participation in the classroom
- supporting children who learn differently
- early literacy and foundational learning
- classroom routines and learning environments
- planning meaningful learning experiences
- adapting an activity when it isn't working
- reflecting on classroom practice and identifying what to try next
How it works
We begin with the teacher's context rather than a predetermined training module. What are they finding difficult? What are they noticing about their children? What have they already tried? Where do they feel they need support?
From there, coaching becomes a practical process of discuss → try → observe → reflect → adjust.
The goal isn't to tell teachers what they're doing wrong. It's to help them become more confident in noticing what children need and making informed decisions in their own classrooms.
What it rests on
Behind it: government teachers and headmasters trained at Thermax Foundation; Teach For India fellows managed in Chennai; 90+ educators mentored.
Content & Curriculum Design
Turning learning goals into experiences children can actually learn from
A curriculum can look excellent on paper and still leave a teacher wondering: “What am I actually supposed to do with the children tomorrow?”
I work with schools and education organisations to translate learning goals into structured, age-appropriate content that teachers can realistically use. This could include curriculum frameworks; age-wise or grade-wise learning progressions; thematic or monthly learning plans; lesson and activity design; early-years programmes; literacy and foundational learning content; learning outcomes and assessment ideas; educator guidelines; activity banks; and review and refinement of existing curriculum or content.
How I approach curriculum design
I start with three questions. What do we want the child to learn? What does that learning look like at this age? What experience will help the child get there?
Only then do we decide what the lesson, activity, story, worksheet or resource should look like. The aim is to create a clear connection between learning outcome → experience → resource → observation of learning.
What it rests on
Behind it: an upper-primary English curriculum built as a Teach For India fellow; early-years systems and preschool curricula at Flintoclass.
Learning Resource Creation
Resources designed with a purpose, not activities created just to fill a page
Sometimes the curriculum already exists. What's missing are the materials that bring it to life.
I design learning resources for schools and education organisations that are age-appropriate, practical for educators to use and connected to a clear learning purpose. Resources might include worksheets and activity sheets; games and learning challenges; flashcards and visual supports; story-based learning materials; literacy and phonics resources; cognitive and thinking activities; classroom activity packs; educator guides; parent-support materials; assessment and observation tools; and printable or digital learning resources.
The format depends on what the child needs to understand, practise, notice, think about or do.
More than making a worksheet
Resource creation starts before the page is designed. I look at the age of the child, the learning objective, what they already need to know, the cognitive demand of the task and how independently we expect them to use it.
Then we decide what kind of resource makes sense. Sometimes the best resource is a worksheet. Sometimes it's a story, game, set of cards, visual prompt or hands-on activity.
What it rests on
Behind it: curriculum, learning environments and resources brought together for preschools set up at Flintoclass; personalised resources for the children I work with today.
Sometimes you need more than one
These three areas don't always sit separately.
You may already have a curriculum but need resources created around it. You may be developing new content and need teacher guidance alongside it. Or while working with teachers, we may discover that the problem isn't teacher practice at all: the content or resources they're being asked to use need to change.
That's okay. We can begin with the need you already know about and build the scope from there.
Why my work with children still matters here
I don't design only from frameworks and theory.
I continue to work directly with children, which means I regularly see what happens when an instruction is too long, a worksheet gives away the answer, an activity asks a child to do too many things at once, or something that seemed perfectly clear to an adult makes no sense to the child.
That experience feeds directly into how I coach teachers, design curriculum and create resources. It keeps one question at the centre of the work: what will the child actually experience?
That question often changes the resource, the lesson, and sometimes the curriculum itself.
Who I work with
- preschools and early-years programmes
- primary and middle schools
- education organisations
- NGOs working with children or educators
- organisations developing educational content or learning programmes
My primary area of work is with children and learning from ages 3 to 12, from early childhood through Class 7.
Work can be online, with in-person engagements discussed depending on the project.
How a project begins
Tell me what you're trying to solve
You don't need to arrive with a perfectly written scope. Perhaps your teachers need individual support. Perhaps you're developing a new programme. Perhaps you have a curriculum but need the resources that go with it. We start there.
We define the work
Once I understand the requirement, I'll define what I can support, what the deliverables would be, the timeline and the fee. The written proposal follows our call within one working day.
We build, review and refine
For content and resource projects especially, I prefer a review process rather than treating the first draft as the finished product. We create, look at how it works against the intended learning purpose, refine it and then finalise.
FAQ
Questions institutions ask
Do you conduct teacher workshops?
My current focus is one-to-one teacher coaching rather than standalone large-group training.
This allows us to work with the teacher's actual classroom, children and challenges rather than delivering the same content to everyone.
Where teacher orientation is part of a curriculum or resource project, that can be discussed as part of the project scope.
Can you design an entire curriculum?
Yes, depending on the scope.
This could range from designing a particular unit or learning area to creating a broader age-wise or grade-wise progression. Larger curriculum projects would be broken into stages so that there is room for review and refinement along the way.
Can you work with a curriculum we already have?
Yes.
You don't necessarily need a new curriculum. I can help review existing content, identify gaps, reorganise learning progression, develop activities or create the resources needed to make the curriculum easier for educators to implement.
Can we hire you only to create resources?
Yes.
Resource creation can be a standalone project. If you already have clear learning outcomes or curriculum content, I can work from those to develop the supporting materials.
What information do you need before creating resources?
Usually I would need to understand the age or grade, learning objective, context in which the resource will be used, what children already know and what you want them to be able to do afterwards.
For a larger set of resources, I would first establish a common structure and approach so that the materials remain consistent.
Do you create both educator and child-facing materials?
Yes.
Depending on the project, this can include resources children use directly as well as educator instructions, implementation notes, answer keys, observation prompts or supporting guidance.
Do you work only with schools?
No. I can also work with education organisations, NGOs and organisations developing programmes, curricula or learning materials for children.
What ages do you specialise in?
My primary focus is ages 3 to 12, covering early childhood through Class 7.
What does it cost?
The fee depends on the scope.
After an initial conversation, I'll provide a clear proposal outlining the work, deliverables, timeline and fee.
Have something you're trying to build?
You might already know exactly what you need. Or you might simply know that the current content, resources or approach isn't working the way you want it to. Either is a good place to start.
Tell me what you're working on, who it's for and what you're trying to achieve. We can work out the rest from there.