GRADES 9–11 · 8-WEEK PROJECT PROGRAM
For students in grades 9–11: turn one idea into a working app or project prototype. Leave with the demo, a record of the process, and a clear explanation of your own contribution.
FROM PROMPTS TO PROJECTS
Your child may already generate text, images, or code. The next skill is bringing those abilities together to solve a small, specific problem.
We want students to become more independent in moving an idea forward: framing a focused problem, judging AI-generated material, testing what they make, and explaining their choices. One project is a starting point for practising that method.
Turn a big idea into a focused question that can be tested in eight weeks.
Check sources, test functions, and explain what was accepted or rejected.
Let someone try it, record where they struggle, and use feedback to improve V2.
01 / WHAT COMES HOME
For example, the core flow of a study-task app that someone can click and try—not just a picture of an idea.
Interactive course example · nothing is saved.
Try the full projectThe problem, sources, prototype screenshots, test feedback, and a before-and-after version comparison.
Next check: not yet tested in this example.
Open the feedback stepWhat the student decided, where AI helped, and why a particular approach was chosen.
Explain the problem, features, revisions, and limitations, and answer why each choice was made.
Problem. Choice. Evidence. Next step.
The goal is a demonstrable, explainable project milestone. Commercial launch, paying users, and college admission are not guaranteed.
02 / ONE CONCRETE EXAMPLE
Three tasks. No clear starting point. Try the first draft, then see how one piece of feedback changes the next action.
Interactive course example · Runs locally on this page
Preset tasks for this demonstration
Changes stay on this page and reset when you refresh.
The first version lists tasks and lets users mark them complete. Try a task: the function works, but the order is unclear.
V1: a flat list → V2: priority + a starting action
This illustrates iteration. It is not evidence of learning outcomes or a deployed product.
This example addresses an everyday problem: the tasks are written down, but a student still does not know where to start. A simple list becomes a small tool with a clear priority and a manageable starting action.
A list of tasks
A clear first step
Start here →03 / MORE WAYS TO BEGIN
The same learning method can lead to different projects. Open an example, compare versions, and try the core interaction.
V2 · Filter, check the time, see the source
Thu · 16:00–17:00
Time conflict with sample scheduleThu · 16:30–17:30
Time conflict with sample scheduleFri · 16:00–17:00
No conflict in sample schedulePrepared examples only. Controls run on this page, reset on refresh, and make no bookings or public posts.
Activity information is scattered. A useful tool helps someone choose, while keeping the source and schedule visible.
“I see lots of activities, but which fit my interests and time?”
04 / EIGHT WEEKS, EIGHT CHECKPOINTS
This is the eight-week curriculum design. Each week moves the project forward with work that can be reviewed.
Pick a person and situation from an interest or everyday frustration. Explain what needs to change.
This week’s output: Question card: user, situation, goalOrganize sources and observations, separate facts from assumptions, and narrow the scope.
This week’s output: Source list and minimum feature listView the problem briefShow where a user begins and how they complete the core task.
This week’s output: User flow and low-fidelity prototypeUse suitable AI, no-code, or coding tools to make the core flow work.
This week’s output: An operable first versionTry V1Set a simple test task, observe difficulties, and record more than whether someone likes it.
This week’s output: Test notes and an issue listChoose the most important issue to fix and compare the two versions.
This week’s output: V2 and reasons for each changeIdentify sources and AI assistance. Prepare the demo and personal contribution record.
This week’s output: Process portfolio and presentation outlineDemonstrate the work, explain decisions, and identify unresolved questions.
This week’s output: Final demo and next-step planView contributions05 / HOW LEARNING HAPPENS
Set the scope, review a working version, and explain the choices. Every change needs a reason and a way to check it.
Turn a broad idea into a core flow that can be completed.
Show something usable and identify where the experience breaks down.
Use tests and observations to support the change.
GUIDANCE EXAMPLE · STUDY START
Show all tasks in a flat list.
Can a first-time visitor tell what to do first?
Highlight the due-soon task and add one small first step.
Suggest the layout and implement the selected interaction.
Ask someone to find the first task without coaching.
FOR PARENTS
Follow the goal, the current version, the feedback and the next decision. These records give a family something concrete to discuss.
The records below illustrate the curriculum. Actual feedback frequency and communication arrangements are confirmed before enrollment.
06 / FIT & COMMITMENT
It may not be a fit if the goal is an instant finished product, having AI or a mentor do the work, or a course with no independent effort.
These 36 combinations only illustrate the course logic. Selections are not sent to external AI models or saved on this page.
PATH PREVIEW / Games · 8 weeks · Build a working demo
Create a working demo within eight weeks
AIIdentify the minimum features and suggest three prototype approaches to compare
MentorReview scope, evidence, and milestone work every two weeks
08 / BEFORE YOU DECIDE
The curriculum allows a no-code or low-code start, adding technical skills as the project requires. Fit also depends on the student's reading, willingness to try, and ability to keep working.
Review the process portfolio and contribution record, then ask the student to explain choices, test results, and version changes. A polished final product alone does not show what the student understands.
A genuine project process can help a student explain their interests, judgment, and growth, subject to school and application rules. The program does not promise credit, admission, awards, or an admissions advantage.
Final tuition, class dates, mentor arrangements, and cancellation terms are still being confirmed. You can submit an adult parent enrollment-interest application. The team first confirms the course, fees and arrangements. Payment is then arranged offline or through an official link sent separately. This website does not process payments, and submitting does not mean payment, a reserved seat or admission.
Understand the project goals, time commitment, and class arrangements before making an enrollment decision.
Explore the course
