AI for teenagers, taught by building real things
In ten years your child will not be competing against AI. They will be competing against people who know how to use it. This is where that starts.
How it works
There is no lecture and no textbook. A student names something they want to make — a website, a tool, a game, an analysis of something they are curious about — and then learns to get there by directing AI properly.
That turns out to teach a great deal: how to break a large goal into steps, how to describe what you want precisely, how to tell when the output is wrong, and how to keep going when the first attempt fails. These are the skills that separate people who get real work out of AI from people who get plausible nonsense.
Two levels
AI Builder Foundations
Roughly ages 12 to 15. No coding background required. Students learn to plan a project, direct AI tools through it, and judge what comes back. Every term ends with something finished.
AI, Data and Code
Roughly ages 15 to 18, and for students considering computer science, engineering or economics. Python, real datasets, and how models actually work underneath — with AI assistance throughout, the way professionals now work.
What students build
A working website
Planned, built and published — with a real address they can send to a friend.
A prediction model
Train something small on real data. This is the same statistics as IB Math AI.
A data investigation
Survey their school, analyse the answers, and present what they found.
A chatbot or tool
Something that responds, calculates, or automates a task they find tedious.
Why this helps with mathematics too
IB Mathematics AI is built on modelling, statistics and technology, and the Math IA asks for exactly this kind of data work. Students in both programmes tend to find each one makes the other easier — the statistics stops being abstract once you have used it to predict something you cared about.
A project, start to finish
Start with a free discovery session
One session, no cost, no obligation. We look at where your child actually is, and show you what a term of real progress would look like.