Meet the
Coaching Team

Amr’s engineering experience covers the full project lifecycle, from early planning through to delivery. He helps students apply that structure to their own work: define the challenge, break it into manageable tasks, organise responsibilities and review progress. This gives teams a clearer understanding of how ambitious projects are completed.

His background in engineering design supports a practical approach to building robots. Students are encouraged to explore different solutions, explain their choices, test what they have built and refine it. The emphasis is on understanding why a design works and using each test to make a better decision.

With experience in programming, advanced automation systems and robotics integration, Amr helps connect mechanical design with the code that controls it. Through building and coding activities, students at different stages can explore how individual parts work together and how to identify and resolve problems within a complete system.

His work with children combines technical challenge with encouragement. He helps young people communicate their thinking, contribute to a team and take ownership of their responsibilities. When an idea does not work first time, he supports them in reviewing the result, trying again and building confidence through improvement.

Years of community volunteering, including technical robotics programmes and local charitable initiatives, also shape his approach. For Amr, mentoring is an opportunity to share practical experience and make a positive difference: helping young people develop their abilities, support one another and recognise the value of their contribution.

He helps students connect scientific principles to the robots they build: understanding how mechanisms move, how forces affect performance and how design choices influence reliability.

Through design discussions, practical experimentation and testing, Omar helps young people develop an engineering mindset: investigate the problem, explain the idea, test the solution and improve it using evidence.

As a young coach, he offers a relatable example of someone pursuing an ambitious technical pathway and shares his skills in a way that makes engineering feel accessible and exciting.

He brings his developing university knowledge into a practical learning environment, supporting students as they explore programming, computational thinking and the relationship between software and robotic systems.

His coaching encourages young people to break a complex task into manageable steps, investigate errors and explain the reasoning behind their solutions.

As a young coach, Ahmed helps students see computing and AI as fields they can actively understand, contribute to and pursue.