This foundation represents less than 8 hours per year — less than one hour per month. Not a burden. An intention. The intention not to let 7 years pass without a student having touched a machine, written a line of code that moved something in the physical world, or held in their hands an object they made themselves. These 56 hours do not replace official lessons — they complement them with concrete moments that anchor what abstract lessons say without embodying it.

Phase 1 (Year 7-8, theoretical substrate): zero additional equipment. A board, paper, pens. Water-electricity analogies require no equipment. The physics teacher can integrate these examples into existing lessons without modifying the official curriculum.

Phase 2 (Year 9-10, first contact): one Arduino Starter Kit (€25 on Amazon, delivered in 24h) is enough for a group of 4 students. 4 kits = €100. A pooled fund of 5 teachers at €2/month covers this in 10 months.

Phase 3 (Sixth form, fabrication): the laser engraver (€150), CNC3018 (€180) and Ender-3 (€250) are the only equipment investments. All software is free. Total Phase 3 budget: €580 — one cancelled school trip.

One does not start Arduino without having seen current. One does not start CNC without having seen the motor. One does not start 3D printing without having seen the XYZ coordinate system. The sequence is built so each moment builds on the previous one. A student arriving in year 9 without the year 7-8 notions can still do Arduino — but they will understand less well why a resistor is needed before the LED. The sequence is not mandatory. It is recommended because it is logical.

The water analogy — the model that works: pipe = wire · pressure = voltage (Volt) · flow rate = current (Ampere) · narrowing = resistance (Ohm) · tap = switch. Ohm's Law without formula first: "if you narrow the pipe, less water flows." Then with formula: V = R × I.
What the student takes away: a mental image of electricity as something that flows and can be controlled.
Applicable tomorrow: no equipment. Just the diagram on the board.

Physics: LED = directional bulb. Polarity: anode (+) / cathode (-). Forward voltage: red LED ~2V, blue ~3.3V. Without resistor, it burns — "connect a garden hose to a high-pressure main, it bursts." Resistor calculation: R = (Vsupply - VLED) / ILED. Example: 9V battery + red LED → R = (9-2)/0.02 = 350Ω → use 330Ω standard.
Maths: proportions, ratios, powers of 10. 1mA = 0.001A. Resistor colour code (bands = digits).
What the student takes away: an LED lights up because someone calculated the resistor. No magic.

Series: same current everywhere, voltages add. Parallel: same voltage everywhere, currents add. Water analogy: series pipes = one path; parallel = multiple paths. Paper exercise: 3 LEDs in series, calculate resistor.

Current in a coil = magnetic field. Magnetic field + fixed magnet = rotation (DC motor). Multiple coils in sequence = precise, measurable rotation (stepper motor). "200 steps = 1 full turn. The lead screw advances 2mm/turn. 200 steps = precise 2mm." Link to future CNC: each XYZ axis has one stepper motor.
What the student takes away: a CNC machine is three motors following coordinates.

Maths: binary base. 0 or 1. 1 byte = 8 bits = 256 values. Why 0-255 for LED brightness.
Physics: 5V = 1, 0V = 0. PWM signal: switch on/off 1000×/second → eye sees 50% brightness. Arduino link: analogWrite(pin, 127) = 50%.

2D coordinate system → 3D. Point (25, 30, -2): router 25mm right, 30mm forward, 2mm deep. G-code G1 X25 Y30 Z-2 F800. Exercise: draw a 50×50mm square on graph paper using coordinates. Write the coordinates of all 4 corners.
What the student takes away: the maths lesson's coordinates exist in matter.

Lesson 1h: anatomy of Arduino Uno. ATmega328 microcontroller = the brain. Digital pins D0-D13 (0V or 5V). Analog pins A0-A5 (0 to 1023). setup() runs once, loop() repeats. First programme: Blink (provided, 6 lines).
Arduino IDE installation (30min): arduino.cc/downloads → install → plug in → upload Blink → LED L13 blinks.
Lab 1h30 — The blinking LED: each student ALONE wires: Arduino + 330Ω resistor + LED on breadboard. Uploads Blink. Modifies delays. Question: what happens without the resistor? (Phase 1 link: the LED burns.)
Applicable tomorrow: Arduino Starter Kit = €25/4 students. Arduino IDE = free.

Lesson 30min: sensor translates physical quantity to voltage. LM35: 10mV/°C. 25°C = 250mV = 51 on 1023 (analogRead). Formula: T = (analogRead(A0) × 5.0 / 1023.0) × 100.
Lab 2h30: wire Arduino + LM35 + red LED. Programme: read T, display on serial monitor, light LED if T > 30°C. Place hand on sensor → T rises → LED lights. Each student writes their own programme from the provided skeleton.

Lesson 30min: driver = current amplifier. Arduino max 40mA/pin → DC motor consumes 300-500mA → driver required. Phase 1 link: "your CNC has three of these setups, one per axis."
Lab 1h30: wire Arduino + L298N + DC motor. Programme: direction 1 → stop → direction 2 → vary speed with PWM.

Lesson 1h: laser diode. Power (W) and speed (mm/min): slow = deeper. Materials: wood, cardboard, leather, slate. Forbidden: PVC, polycarbonate.
LaserGRBL software (30min): free, import SVG, set power/speed, simulate path.
Lab 1h30 — The name tag: Inkscape (free) → first name → SVG → LaserGRBL → engrave on plywood. Object to take home. MANDATORY.

CNC3018: same G-code → laser burns / router cuts / pen traces. Lab: router a 30×30mm square in softwood, 4 passes Z-0.5mm. "Your maths lesson's XYZ exists in matter."
3D Printer: FDM = melted filament deposited layer by layer. PLA at 200°C. Cura (free): open STL, modify layer height/infill, estimate time. Lab: Tinkercad (web, free) → personalise pen holder → Cura → print. During printing: review settings and their effects.

T1 (2h) — FreeCAD: parametric modelling. Model a phone stand with 3 modifiable dimensions. Export STL.
T2 (2h) — Advanced Cura: optimal orientation, avoid supports, calculate material cost (density × volume × price/kg).
T3 (2h) — Post-processing: remove supports, sand, paint.
T4 (2h) — Free project: student proposes, designs and prints a useful object. Constraints: one parametric dimension, no supports, infill < 30%.

T1 (2h) — Advanced Inkscape: bitmap vs vector. Repetitive geometric pattern. Export DXF for CNC, SVG for laser.
T2 (2h) — Photo on wood: greyscale conversion, dithering, personal photo engraved on birch plywood.
T3 (2h) — Aluminium machining: cutting parameters, spindle speed × drill diameter = cutting speed.
T4 (2h) — Mixed assembly: CNC casing + laser face + 3D printed clips. Assembly tolerance: allow 0.2mm clearance.

Machines purchased by the pooled fund must enter the school's official inventory to be insured and legally used. The mechanism: gift from the parents' association (APE) to the school (EPLE) by Board of Governors resolution.

Two-step procedure:
1. The APE votes at its general assembly: "The association decides to donate to EPLE [name] the following equipment: [list of machines + value], purchased from association funds for educational purposes."
2. The school's Board of Governors votes to accept the gift at its next ordinary session. Once voted, the head teacher signs the acceptance deed, the machines enter the inventory, and are covered by the local authority's insurance.

Actual timeline: two meetings (APE + Board). No public procurement procedure for gifts. No additional school budget. The head teacher can place this item on the Board agenda at the first session following the APE vote.