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Since December 2025
Instructor since December 2025
Is artificial intelligence just for adults? No!
A course for children and teenagers who already see AI in Netflix, games or ChatGPT and want to understand what it is, how it "thinks" and how to use it without getting into trouble.
In class, the student acts as a detective:
• Myth Busters: What is real AI and what just looks like AI
• Train a toy AI: simple examples of machine learning (data, hits, biases)
• Asks its first well-formulated questions to a generative tool for a short story or image
• Learn the rules at home and at school: privacy, copying homework, what not to paste into a tool
You don't need to know how to program.
It's good enough to test things out. If it works out, we'll continue with projects (stories, art, games) at its own pace.
Recommended age: 10–14 years. Also 8–9 if they read fluently and can handle an online class; 15–17 if they want to start from scratch with a critical mind, not just "try ChatGPT".
A course for children and teenagers who already see AI in Netflix, games or ChatGPT and want to understand what it is, how it "thinks" and how to use it without getting into trouble.
In class, the student acts as a detective:
• Myth Busters: What is real AI and what just looks like AI
• Train a toy AI: simple examples of machine learning (data, hits, biases)
• Asks its first well-formulated questions to a generative tool for a short story or image
• Learn the rules at home and at school: privacy, copying homework, what not to paste into a tool
You don't need to know how to program.
It's good enough to test things out. If it works out, we'll continue with projects (stories, art, games) at its own pace.
Recommended age: 10–14 years. Also 8–9 if they read fluently and can handle an online class; 15–17 if they want to start from scratch with a critical mind, not just "try ChatGPT".
For children and teenagers who want to get started with artificial intelligence — or who already use ChatGPT and the family wants order and security.
It's not an exam. The student tries things out. You take away a plan.
What do we do during the hour?
• See what tools you already use and how you understand them
• Distinguish myths from reality (what AI is and what it is not)
• Test together some instructions/prompts and a mini-project (text, image or game idea)
• Talk about what worries you at home: copied homework, privacy, age, SEN if any.
What do you take with you afterwards
Within 24–48 hours, a short document containing:
• 3–5 AI ideas that are right for you now
• tools appropriate for their age
• How to follow: class schedule and what you can do at home
If there are SEN (ADHD, dyslexia, organization...), I adapt the session and the plan to that pace.
It serves as an entry point to regular classes. If it's a good fit, the next step is a project, not more theory.
It's not an exam. The student tries things out. You take away a plan.
What do we do during the hour?
• See what tools you already use and how you understand them
• Distinguish myths from reality (what AI is and what it is not)
• Test together some instructions/prompts and a mini-project (text, image or game idea)
• Talk about what worries you at home: copied homework, privacy, age, SEN if any.
What do you take with you afterwards
Within 24–48 hours, a short document containing:
• 3–5 AI ideas that are right for you now
• tools appropriate for their age
• How to follow: class schedule and what you can do at home
If there are SEN (ADHD, dyslexia, organization...), I adapt the session and the plan to that pace.
It serves as an entry point to regular classes. If it's a good fit, the next step is a project, not more theory.
1-to-1 classes for students who get stuck not so much because they “don’t understand”, but because they cannot start, organise, hold attention, or break a big assignment into steps.
We use artificial intelligence as a scaffold — not to do the homework for them.
Who it is for
Secondary / high-school students (also last years of primary if they already work on a computer) with ADHD, dyslexia, dyscalculia or other SEN that affect organisation, focus or processing. It also fits if there is no formal diagnosis but the same pattern repeats at home: forgotten work, freezing in front of a blank page, assignments handed in at the last minute.
What we practise in class
• Breaking a topic or project into a realistic list
• Asking AI for a summary or outline — then checking it against school materials
• Turning a dense paragraph into a map, a visual guide or 5 practice questions
• Building a weekly routine: what gets done today, what can wait, how long it should take
• Clear rules: when AI helps and when it does not
The student leaves the session with something they can use that same afternoon (a plan for an assignment, a guide to a topic, a 3-day calendar).
What the family gets
After several sessions, a small home kit: prompts they may use, tools that fit their age, and how to repeat the method without hovering the whole time.
Pace
8–10 sessions, once a week, is usually what makes the habit stick. You can start with 3–4 and decide after that.
We use artificial intelligence as a scaffold — not to do the homework for them.
Who it is for
Secondary / high-school students (also last years of primary if they already work on a computer) with ADHD, dyslexia, dyscalculia or other SEN that affect organisation, focus or processing. It also fits if there is no formal diagnosis but the same pattern repeats at home: forgotten work, freezing in front of a blank page, assignments handed in at the last minute.
What we practise in class
• Breaking a topic or project into a realistic list
• Asking AI for a summary or outline — then checking it against school materials
• Turning a dense paragraph into a map, a visual guide or 5 practice questions
• Building a weekly routine: what gets done today, what can wait, how long it should take
• Clear rules: when AI helps and when it does not
The student leaves the session with something they can use that same afternoon (a plan for an assignment, a guide to a topic, a 3-day calendar).
What the family gets
After several sessions, a small home kit: prompts they may use, tools that fit their age, and how to repeat the method without hovering the whole time.
Pace
8–10 sessions, once a week, is usually what makes the habit stick. You can start with 3–4 and decide after that.
For boys and girls who like games and want to understand and try out how AI moves characters, stories, and worlds.
You don't need to know how to program. You just need curiosity and a computer.
What do we do?
• Characters that don't stay still: in Scratch (or similar) we program an NPC that reacts to the player (follow, flee, change mood, choose a dialogue).
• Pieces of the world: how to sketch textures, backgrounds or a backstory with generative tools and what is okay to use or not (rights, copying style from a famous game, etc.).
• Branching story: a simple decision tree so the game changes depending on the player's choices.
Each session looks for something that can be taught at home: a character that reacts, a minimal map, a dialogue with two endings.
Rhythm
If it's engaging, a block of 6–8 sessions is enough for a mini-game or a playable scene. Sessions are 60 minutes long.
Recommended age: 10–16 years. If they are younger but already comfortable with Scratch, they may also be a good fit.
You don't need to know how to program. You just need curiosity and a computer.
What do we do?
• Characters that don't stay still: in Scratch (or similar) we program an NPC that reacts to the player (follow, flee, change mood, choose a dialogue).
• Pieces of the world: how to sketch textures, backgrounds or a backstory with generative tools and what is okay to use or not (rights, copying style from a famous game, etc.).
• Branching story: a simple decision tree so the game changes depending on the player's choices.
Each session looks for something that can be taught at home: a character that reacts, a minimal map, a dialogue with two endings.
Rhythm
If it's engaging, a block of 6–8 sessions is enough for a mini-game or a playable scene. Sessions are 60 minutes long.
Recommended age: 10–16 years. If they are younger but already comfortable with Scratch, they may also be a good fit.
A (60-minute) tour for children and teenagers who already use technology, ChatGPT, images, games, and for families who want that curiosity to have method, limits, and a visible result.
No prior assessment is necessary. The first class serves to get to know the student, adapt the pace (also if there are special educational needs) and choose the type of project.
What we do in weeks
Weeks 1–2. How an AI “learns”
With short projects, we observe data, patterns, and biases. The goal is not to memorize definitions, but for students to be able to explain, in their own words, why a tool is right or wrong.
Weeks 3–4. Create with discernment
Art, stories, or game ideas using generative tools. We work on prompts, what can be published, privacy, copyright, and when not to use AI (for example, to copy homework).
Week 5. Final Project
A mini-project of their own: a co-written story, a series of images, a simple classifier, a game idea... Something they can show at home and explain how they did it.
What does the family take with them?
• a 5-week overarching theme, not random, aimless classes
• Safe usage habits that are also useful at school
• Finally, a completed project and a brief note on how to proceed.
If the student has SEN (ADHD, dyslexia, organizational or rhythm difficulties), I break the work down into shorter steps, use visual aids, and measure progress in specific tasks, not speed.
No prior assessment is necessary. The first class serves to get to know the student, adapt the pace (also if there are special educational needs) and choose the type of project.
What we do in weeks
Weeks 1–2. How an AI “learns”
With short projects, we observe data, patterns, and biases. The goal is not to memorize definitions, but for students to be able to explain, in their own words, why a tool is right or wrong.
Weeks 3–4. Create with discernment
Art, stories, or game ideas using generative tools. We work on prompts, what can be published, privacy, copyright, and when not to use AI (for example, to copy homework).
Week 5. Final Project
A mini-project of their own: a co-written story, a series of images, a simple classifier, a game idea... Something they can show at home and explain how they did it.
What does the family take with them?
• a 5-week overarching theme, not random, aimless classes
• Safe usage habits that are also useful at school
• Finally, a completed project and a brief note on how to proceed.
If the student has SEN (ADHD, dyslexia, organizational or rhythm difficulties), I break the work down into shorter steps, use visual aids, and measure progress in specific tasks, not speed.
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