We find out what they want to make
The first conversation is mostly about their interests: what games they play, what they have already tried to build, and what they gave up on. That tells us where to start.
Every student gets their own plan, built around a project they want to finish.
There is no fixed curriculum.
The first conversation is mostly about their interests: what games they play, what they have already tried to build, and what they gave up on. That tells us where to start.
We choose the language, the first project and the pace based on that conversation. A student who wants to build a Roblox game and a student who wants to automate their homework begin in different places.
Students' interests move around. When a student loses interest in a project, we switch to a new one. The skills they have picked up carry across to whatever comes next.
These are not separate courses to sign up for. We choose between them based on what the student wants to build.
At the start Did not want to type, and thought programming involved too much writing.
Three months in Began with MakeCode blocks inside Minecraft, then moved to Python once the blocks felt slow. Now writes Python by hand.
At the start Bored. Had outgrown Scratch, and the beginner tutorials online were teaching things they already knew.
Three months in Skipped the basics and started on Unity and C#. Currently building a 2D platform game with a level editor.
At the start Large ideas and a short attention span. Projects were being abandoned halfway through.
Three months in Working on smaller programs and finishing one every two or three sessions. The Code Lab programs below are around this level.
These examples are based on how sessions usually go. They are not descriptions of specific students.
These are Python programs written by students during lessons, kept exactly as they were written. Press Run to try one, or switch to Code to read how it works.
Student names have been changed for privacy. The ages are real.
In a group class everyone moves at the same speed. In private lessons the pace follows the student. If something makes sense quickly we move on, and if it does not we spend longer on it.
The whole session goes to your child rather than to managing a group.
Your child works with the same person each week, so lessons build on each other.
You will hear what your child is working on and how they are progressing.
Send your phone number or email and a little about your child, and we will reply within one business day. The first conversation covers what they would like to learn and where to start.