Live online AI and coding classes for grades 5 to 12 in Pakistan.
Raise a Builder, not a User.
Taught live over video by an instructor, twice a week, in classes of twelve to fifteen. Your child learns to build software — including with AI, and including how AI itself works — and finishes the term with something they can open and show you.
Junior Tech Cadets and Senior Tech Cadets
Two tracks, split by grade. A student joins the one their school year puts them in, and moves up when the year does.
5–8
Junior Tech Cadets
Grades 5–8, ages 10–14
Visual first, project first. Scratch, games, web basics and a term on using AI without being fooled by it.
- Sessions a week
- 2
- Session length
- 75min
- Class size
- 12max
- In the room
- 2 adults
What they build
9–12
Senior Tech Cadets
Grades 9–12, ages 14–18
Text-based and portfolio first. Python, React, mobile and AI development, with work that stands up to being looked at.
- Sessions a week
- 2
- Session length
- 90min
- Class size
- 15max
- In the room
- 1 instructor
What they build
Where AI fits in, honestly
Two full courses, one in each track, plus AI running through the senior programme. It is also the question we get asked most, so here is the straight version.
Grades 5 to 8: using AI without being fooled by it
Your child is already meeting these tools, usually first from a classmate. Over eight weeks they learn what a language model is actually doing when it answers, then spend a whole week deliberately catching it inventing facts, dates and sources. They write their own policy on where using it in schoolwork is honest and where it is not, and defend it to the group.
Grades 9 to 12: building software with AI
This is engineering, not a survey course. Students write Python that calls a model API, force it to return output a program can parse, build semantic search over their own documents with embeddings, and ground answers in real sources so the thing stops inventing. Then they measure it against a test set, because a demo that worked three times is not a working system.
What we will not tell you about AI
Nobody at school age is training a model from scratch — that needs mathematics well past school level and hardware that costs more than a house, and any course promising otherwise is selling you something. We also will not tell you AI makes programming obsolete, or that it makes learning to program more urgent. What we can say is narrower and more useful: a student who understands what these systems do is much harder to mislead with one, and a student who can build is in a better position than one who can only prompt.
What we teach
Six areas, taught across the two tracks. Each one links to the courses that cover it.
AI tools and AI development
Two full courses. Junior students learn to use AI tools carefully and to catch them being wrong. Senior students learn what a model is actually doing and build real software against one — APIs, embeddings, retrieval and evaluation.
Game development
Sprites, collisions, scoring and levels. The fastest way to get a child to care about a loop and an if-statement.
Web development
HTML, CSS and JavaScript, then React for the senior track. Students finish with pages that live on a real address.
Mobile development
React Native and Expo. A student runs their own app on the family phone in week three.
Programming and Python
The core skill. Variables, loops, functions, data structures, files, and enough practice that it stops feeling like typing.
Computer science fundamentals
How a computer stores a number, how data is organised, how an algorithm is judged. Written to sit alongside Matric CS and O/A-Level Computer Science.
How the online classes work
Two live sessions a week with an instructor on video. Junior classes are capped at twelve students and run with a teaching assistant alongside the instructor; senior classes are capped at fifteen.
Every session is recorded and shared with the class, so a power cut or a missed evening does not cost your child a week. Each student also has two make-up sessions per course.
Your child needs a laptop or desktop, a reasonable internet connection and headphones. Everything else — all of the software, in every course — is free.
- Junior class size
- 12students maximum
- Junior class staff
- 2instructor and assistant
- Senior class size
- 15students maximum
- Junior session
- 75minutes
- Senior session
- 90minutes
- Sessions each week
- 2live, with an instructor
- Sessions recorded
- Allshared with the class
Why structured coding education, rather than videos on YouTube
There is a great deal of free material online, and some of it is genuinely good. What almost none of it provides is the part that makes the difference.
Somebody notices when they are stuck
The point at which a student quits is almost always a bug they cannot find. On a video course that moment lasts until they give up, because there is nobody to ask. In a live class it lasts minutes, because somebody is watching the screen. Junior classes run with two adults for twelve students for exactly this reason. That single difference accounts for most of the gap between students who continue and students who do not.
The work gets finished
Free courses produce a long list of half-built things. A structured term produces four finished ones, because there is a date, a group, and somebody who will ask to see it. Finishing is a separate skill from building, and it is the one that shows.
It supports what school is already teaching
For a Senior Tech Cadet, the theory in Matric Computer Science and O/A-Level Computer Science stops being memorisation once they have implemented it. A student who has written a sorting algorithm and timed it does not need to revise how it works.
AI raises the floor, not the ceiling
A student who can already build gets a great deal out of these tools. A student who cannot gets code they are unable to read, check or fix, and no way of telling when it is wrong. That gap is the argument for learning the fundamentals now rather than despite AI, and it is why AI appears in our courses as something to build with and reason about rather than as a topic to be impressed by.
And what it will not do
We are not going to tell you this guarantees your child a career, a university place, or a salary. Nobody can say that honestly about a school-age course, and the people who do say it are worth being careful with. What structured coding education reliably produces is a child who can build things, can read an error message without panic, and can explain their own work — which is worth having whatever they end up doing.
From the first class to a portfolio
A cadet advances through ranks, and so does the work. This is the order things happen in, from the first session to a portfolio.
- 01The first class
Something runs
In the trial session your child writes and runs a working program. Not a demonstration they watched — something of their own that does a thing on the screen.
- 02Weeks 1 to 8
A finished project
Every course is built around things that get completed. By week eight a Junior Tech Cadet has a playable game; a Senior Tech Cadet has an application running on their own machine.
- 03End of the first term
It has an address
The project is published — a Scratch link, a live web page, an app installed on the family phone, or a public repository. It stops being homework and becomes something to show people.
- 04Term two
A direction
The student chooses where to go next: games, web, mobile, AI, or the computer science their school is examining. The choice is theirs, and by now it is an informed one.
- 05Across a year
A portfolio
Three or four finished pieces of real work, each one explainable by the student who built it. For a Senior Tech Cadet, that sits on a public GitHub profile alongside a deployed application.
Questions parents ask first
Start with a free trial class
A real session at the right level for your child's grade, with an instructor and other students. They will build something in it. Afterwards we will tell you honestly which course we would start them in, and no payment details are needed to book.