Raise Genius FAQ: answers for parents

The starting point depends on the pathway. The published Minecraft Education coding course starts from age six. Other robotics courses are designed for different primary and secondary age groups, with readiness assessed through experience, interests and the tasks involved.

IOTBot is intended for learners with some coding foundations. Roblox Game Maker starts from age nine with some block coding experience. micro:bit, Arduino and WebApp pathways involve increasingly demanding projects and are generally aimed at secondary learners. Age guidance is a starting point rather than a promise that every course suits every child of that age.

Share your child’s age, school level, previous work and interests with the team before enrolling. A teacher can suggest a starting point and explain current course requirements.

Coding develops the logic used to control a program: sequencing, variables, loops, conditions and functions. Minecraft Education provides an introductory route through block coding and, when ready, Python.

Robotics connects code to a physical structure, sensors, motors and control systems. IOTBot explores practical building and IoT or AI applications; micro:bit and Arduino pathways develop electronics and automation further.

Game Maker focuses on scenes, characters, rules and game mechanics. Roblox uses Lua/Luau through Roblox Studio, while Unity3D develops C# and 3D game projects. Each route combines practical work and problem solving, but the starting skills and equipment differ.

For a primary-age learner with no coding background, ask about entry-level Minecraft Education. It introduces programming ideas through visible missions and gradual challenges.

IOTBot combines programming, construction and a control interface, so previous coding helps. Roblox learners should be at least nine and have some block coding experience. Older beginners should also discuss their experience and goals rather than assume that an advanced course is the best starting point.

Teachers adjust challenge levels and provide guidance, but learning pace varies. The course selection guide can help you compare pathways before speaking with the team.

Practical robotics gives learners opportunities to analyse a problem, plan a solution, build a prototype, test it and revise their work. Coding helps them explore cause and effect and make the sequence of instructions explicit.

Projects may also involve teamwork, explaining an idea, accepting feedback and persisting when a first attempt fails. Presentations encourage learners to describe how a system works and what they changed.

These are learning opportunities, not guaranteed outcomes for every child. Progress depends on readiness, practice, engagement and the project. Parents can look for increasing understanding and independence rather than judging only the size or appearance of a finished robot.

A project can show interests, practical skills and the learner’s own working process. Useful evidence explains the problem, the student’s role, design choices, testing, results and limitations.

University admissions requirements differ by programme and year. A course, a set number of projects or a particular award does not guarantee admission. Check current academic requirements, portfolio format, assessment criteria and deadlines directly with the institution.

Raise Genius School can help learners plan project work and organise evidence. Read our robotics and AI portfolio guidance and the official MyTCAS TCASFolio guide alongside the chosen university’s announcement.

The published pathways use live online teaching in small groups, with practical activities and project-based learning. Depending on the course, learners may share their screen, use a camera, build a physical model, write code or present a project.

Example challenges include programming a robot to avoid obstacles, creating game levels or exploring an automated control system. Teachers explain relevant ideas, ask questions and help learners test possible solutions.

Class size and teaching arrangements vary by course. For example, Minecraft may have one to four learners per teacher, while other published courses use different ratios. Confirm the current group, equipment, communication tools and teacher arrangements before joining.

Keep evidence throughout the work rather than recreate it at the end. Robotics projects may include design sketches, mechanism or circuit diagrams, build photographs, tests and explanations of changes. Coding projects can include selected code, a repository where appropriate and a working demo.

Game projects may use gameplay videos, screenshots and a design document. IoT or Arduino work may include a demonstration, code samples and a flow diagram. Explain your own contribution and credit shared work, tools and sources honestly.

Choose evidence that meets the intended purpose and clearly shows understanding. There is no universal number of projects or number of study years that is sufficient for every university application.

Discuss the learner’s interests, current skills, available practice time and any application deadline. Teachers can help define a realistic project scope, review progress and suggest how to explain the work clearly.

Preparation may involve developing a main project over time, collecting process evidence and practising questions about the design, code, tests and limitations. The learner should remain the owner of the work and be able to demonstrate and explain it independently.

Starting earlier can leave more time to explore interests. If starting later, agree a manageable plan around other schoolwork. An accelerated schedule cannot guarantee an admission outcome or replace a fixed amount of prior experience.

No. Courses provide opportunities to develop knowledge, practical experience and project evidence. Admission depends on the institution’s criteria and the individual application; employment depends on the role, qualifications, skills, experience and other factors.

The school describes past student progression, but an individual success story is not a prediction for another learner. Choose a course for the learning goals and suitable support, and discuss progress honestly with the teacher.

Parents can help by encouraging regular practice, listening to explanations and reviewing what the learner understands. Practical work is most useful when a student can describe the decisions and solve problems rather than only display a finished result.

Contact the team through the English contact page, telephone 088-885-6867 or LINE raisegenius. Share the learner’s age, interests, coding or robotics experience and any project goals. The team can explain suitable courses and current class times.

The published main FAQ offers one trial lesson at no charge. Confirm current availability, eligibility and arrangements with the team before booking. A trial can help assess readiness and the learning environment.

Before registering or paying, confirm the course fee, any promotion, lesson count, equipment costs or deposit, software requirements, class size and make-up conditions. Follow the registration instructions provided by the teaching team.

Ask the teacher through the existing LINE contact about a different session for a particular week or a longer-term timetable change. Options depend on the current groups and available places; a change should be agreed in advance.

A switch between robotics, coding or Game Maker may be possible when the learner has the required foundations and an appropriate class is available. Discuss the reason for changing and the next course’s expectations with the team.

Attendance, make-up lessons and other terms vary by course. Confirm the current arrangements rather than assuming that a policy from one pathway applies to every class. If the Raise Genius FAQ has not answered your situation, contact the team for specific advice.