What your child would actually learn.
No course menu to price-compare, and no curriculum to complete. A path your child walks at their own pace, one module at a time, each ending in a culmination. All of it is set out below.
Four stages, over several years.
Stages in a learning journey, not boxes to tick. Each one is described by what your child can think at the end of it — not by what's been covered. Grades are indicative; the child sets the pace, the teacher sets the bar.
Stage 1
The child can decompose an idea — break "a game about my dog" into characters, events and rules. Logic before language.
Stage 2
The child can express logic precisely enough for a machine — and debug calmly when it disagrees. The jump most young coders stall at.
Stage 3
The child can carry a real project from idea to culmination — choosing the subject, defending the design, finishing the thing.
Stage 4
The child can direct a machine that writes code, and answer a real question with real data. Here the path stops being a line and fans out.
Modules, not a syllabus.
Each course below is a module — roughly three months, ending in a culmination where your child presents what they built. After each one, they choose what comes next. Nobody is marched through a fixed sequence.
Scratch and first programs
Scratch · Level 1
Where it starts. The child builds their first working thing — a game, a story, an explainer about something they already care about — and discovers that a computer does exactly what you tell it, including the parts you got wrong.
Scratch · Level 2
Bigger builds, real structure. Variables, lists, cloning, and projects with several moving parts. By the end they're planning before they build, which is the habit that carries everything after.
MIT App Inventor
Still block coding — the same events, variables and conditionals they already own from Scratch, pointed at a phone instead of a stage. Nothing new to learn about programming, and everything new about where it can run: they design an interface, wire up the logic, and install it on a real device.
Python and real code
Python for Beginners
Where blocks become text. Students write their first real programs — a quiz, a converter, a chatbot they design themselves — and learn to read an error message without flinching.
Python with Tkinter
Programs with a face. Buttons, windows, forms — the child's code stops living in a terminal and becomes something a parent can be handed and asked to try.
Python with Pygame
Real projects, real difficulty. Games built with Pygame — several files, several moving parts, and the first serious encounter with code that has to be designed rather than just written.
Applications and websites
HTML / CSS
The materials a page is made of. Structure and style, hand-written — a site the child designs, builds and publishes. Taste starts showing up here: two students with the same brief produce visibly different work.
JavaScript
The language of the browser, and what turns a page the child has built into one that responds. Interactive pages, games that run anywhere, and work they can send to a grandparent by link.
Python with MySQL
Students connect an application to a real database, and discover the problems that only appear when data has to persist and belong to someone.
Python — Data Analytics with Pandas and Matplotlib
A real dataset and a real question. Students clean messy data, choose how to visualise it, and defend why one chart answers the question and another only looks like it does.
Data, AI and specialisation
Generative AI Foundations
Building with AI, and staying in charge of it. Students design and ship an AI-powered application, and spend as much time deciding where its limits should be as on what it does.
Machine Learning Foundations
Machine learning with your hands on it, in Python and scikit-learn. Regression, classification, decision trees and unsupervised learning — each one built, trained and evaluated on real data rather than described in a slide.
Full-Stack Web Development
A complete application, deployed and live at its own address. Front end, back end, database — and the decisions about what to cut so the first version can actually ship. Students work in a current production stack.
Competitive Coding — C++ and Data Structures
For students who want harder problems than school will set. Algorithms, complexity, and the discipline of getting a correct answer inside a constraint.
C Programming
Closer to the machine. Pointers, memory the student keeps track of by hand, and a language that does exactly what it is told and nothing more — which is what makes its mistakes so instructive.
Java Programming
A stricter language, deliberately. Students used to Python meet a system that refuses to guess what they meant, and their understanding of types and structure sharpens accordingly.
Six tracks families take.
The modules above are the parts. These are the shapes they most often make — most of them about a year, each ending in something your child can put in front of you. They are the common tracks rather than the only ones, and no child is placed on one before we have met them.
Foundation Track
- 01Scratch
- 02MIT App Inventor
- 03HTML / CSS
- 04Python for Beginners
Ends with A game, an animation, an app on their own phone, and a personal website live on the internet — plus a Python certificate. Four different kinds of making, inside a year.
Python and AI Track
- 01Python for Beginners
- 02Python with Pygame
- 03Python — Data Analytics
- 04Generative AI Foundations
Ends with An AI application they designed and shipped — and can explain end to end, including where they chose to draw its limits.
Game Dev Track
- 01Scratch
- 02Python for Beginners
- 03Python with Pygame
- 04JavaScript
Ends with Games that run in a browser, on any machine, sent to a friend by link.
Full Stack Web Dev Track
- 01HTML / CSS
- 02JavaScript
- 03JavaScript Advanced
- 04Full-Stack Web Development
Ends with A complete application, deployed and live at its own address.
School Curriculum Track
- AP Computer Science Python · USA
- AP Computer Science Java · USA
- GCE O Level Python · Singapore
- GCSE Python · UAE
- CBSE Python · India
- ICSE Java · India
Ends with The board's own syllabus covered, and the understanding underneath it — which is what the exam is actually testing.
College Foundation Track
- C Programming
- C++ Programming
- Python Programming
Ends with The foundations a first-year course assumes you already have — pointers, memory, types and structure.
Every track starts the same way — a call, then a free session where your child builds something with a teacher. The track is chosen after that, not before. And a child who changes their mind at module three simply changes track: the classes are already theirs, and nothing is spent that has not been used.
Some of the reasons families come.
AP Computer Science, IGCSE, or the school syllabus — falling behind, or passing without understanding.
An idea, a deadline, and a long way between the two.
Serious about competitive programming, and needs harder problems than school will ever set.
Strong grades already, and now wants work that is unmistakably theirs.
Thirteen, no exposure, and a parent quietly worried the window has closed.
What a class actually looks like.
This section describes an ordinary week — because the ordinary weeks are what you're actually enrolling in.
The specifics
The six beats of a class
Homework recap
The class opens with your child's own work: what they tried, where they got stuck.
New concept, whiteboarded
The teacher explains the day's idea by drawing and reasoning, not by playing a video.
Guided hands-on
Teacher and child code together. The training-wheels phase of every new concept.
The child codes, the teacher observes
Then the wheels come off. Watching how a child codes is how our teachers learn how that child thinks.
Reflection
The child explains what they built and why. Thinking made visible, every single class.
Homework brief
A small build to carry the concept forward. Not a worksheet.
What you'll see, and when
Your child's safety
- Every class is recorded, and the recordings are available to your family on the student portal. Nothing about a Sanketana class is behind a closed door.
- Every teacher is personally selected by the founder — through multiple coding tests and a mock teaching round with a real child, screened for strong concepts, love of coding, passion for teaching, and empathy with children.
- Any concern goes directly to the founder, on WhatsApp — not into a support queue.
The module is the unit of learning.
The class is the unit of payment.
Most schools sell a fixed number of classes and call it a course, which means the pace is decided before anyone has met your child. We've separated the two deliberately.
A module takes about 24 classes — but 24 is an average, not a rule.
Some children finish in eighteen, some need thirty. The module ends when the thinking is there, not when a counter runs out. Then your child chooses the next one.
Classes are bought in blocks of eight.
Eight, twenty-four, ninety-six — whatever suits your sense of commitment. Larger blocks cost less per class, and that's the only thing that changes the price. The same rates apply whether you joined last week or five years ago.
Classes are yours until you use them.
Cancel with a day's notice and nothing is deducted. Pause for exams, pause for the summer, come back when you're ready — families here have paused for a whole term and returned, and that's normal.
And then you simply continue.
There’s no bigger package to graduate into. When the balance runs low you’ll get a reminder, and you top up when it suits you. The families who have been here five years haven’t bought a “package” since their first year — they’ve just kept going.
It starts with a conversation.
We're a good fit for some families, and not for others.
Sanketana is for you if
- You care more about how your child thinks than how fast they finish.
- You want a teacher who knows your child, not a rotating roster.
- You're thinking in years, not in a summer.
- The AI question worries you — and you want it answered, not avoided.
We're honestly not for you if
- You're comparing on price per hour. Others will be cheaper; that's fine.
- You want a certificate quickly. Our certificates follow understanding, and understanding takes time.
- You need enrolment today. When our teachers are at sustainable load, we ask families to wait.
Asked on nearly every call.
What ages do you teach?
Roughly 9 to 18. Classes are scheduled in your child’s timezone.
Do you teach in groups?
Usually one child, one teacher. A few small groups do run. Either way it's the same teacher, across years — which is the part that actually makes the difference.
My child has never coded. Where do they start?
On the discovery call we'll place them on the roadmap — usually at Scratch and first programs for younger children, or straight to Python and real code for an older beginner. The teacher then calibrates over the first few classes.
My child already codes. Do you take intermediate students?
Yes, and gladly. The teacher's first job is to map what your child truly owns versus what they've merely covered — the gap is often surprising, in both directions.
How long does a module take?
About three months, or roughly 24 classes. It varies, deliberately — the module ends when your child is ready to present it, not when a class count is reached.
Can we cancel or reschedule a class?
With a day's notice, freely — and genuine emergencies are always considered. For longer breaks like exams or family vacations, classes simply pause and resume when your child is back. Cancellation and pauses in full.
What if we join and it doesn't work out?
Any time in your first four classes, just tell us — we'll refund what you've paid, minus the classes you've taken. After that, unused classes stay yours: they don't expire in a hurry, they work for any module, they transfer to a sibling, and they survive a long pause. The full policy is here.
What if my child doesn't click with their teacher?
We re-match. The relationship is the whole model — it has to be right.
How do you handle AI tools?
In a deliberate three-stage sequence — smart search, thinking partner, code generator — each introduced when the child is ready to stay in charge of it. Our full answer is here.
Do you teach adults or college students?
We take a small number. Write to us and we'll find a time to talk.