Name: MARS IT School
Address: Tashkent, Tashkent, UZ
Telephone: +998 78 777 77 57
Price range: $$

MARS IT School methodology — the lesson standardA MARS IT School lesson lasts 60 minutes and has seven blocks: hook, recall, one new idea, practice, quiz, second practice and a show of results. Children work on their own for at least 80% of the time, and every lesson ends with a working result. AI is used only under the rule “explain every line”. Homework continues the lesson’s project and is checked before the next lesson.Every lesson ends with something to showEvery Mars branch teaches by this standard: how a lesson is built, what a child does in it and what we gave up.Lesson: 60 minutes. Ages 7–17. 10–15 children per group. Edition 1.0, September 2026. Owner: Mars Academic Department.Principles

Children do 80% of the lesson themselves. Explanation takes no more than a fifth of the time. If a plan has a longer lecture, the lesson goes back for rework.

A lesson ends with a working result. A website, game, character or bot: small but real. Once a month a child publishes a piece of work with a link to send to parents and friends. “We covered the topic” does not count as a result.

The child is the author, AI is a tool. One rule: explain every line the AI wrote. Skill means you understand it and can change it.

The group moves together. A strong student pairs with a beginner. Children review each other’s work and add features to a neighbour’s project. Explaining to someone else is the best way to understand it yourself.

Real tools. As they grow, students pick up what the industry uses: Git, Figma, task trackers, AI assistants. A lesson answers both “how” and “why”.

The lesson, minute by minuteA lesson runs 60 minutes. The order of blocks is the same in every branch; the mentor adjusts timing inside blocks to the group.

Hook (2–3 min): A live demo of the result, an unexpected question or a “broken” example. A lesson never opens with “today’s topic is…”.

Recall (4–5 min): 3–5 questions on past lessons. Children recall on their own, with no answer slides.

New idea (7–8 min): One idea per lesson. The mentor shows it live and says aloud what they do and why: “I’m writing this because…”

Practice I (18–22 min): A worked example, then one with gaps, then their own version. The mentor helps with a question, not a ready answer.

Quiz (3–5 min): 2–4 questions on typical misunderstandings. The answers tell the mentor whether to move on or unpack the mistake.

Practice II (13–17 min): Their own feature in the project: in a pair, or an AI step where every line must be explained. A harder task is ready for fast finishers.

Show (4–5 min): The work is shown to a neighbour or the group. Homework comes with completion criteria.

We never cut recall and the quiz, even when time is short: they are the cheapest and best-proven techniques.Age groups

Younger groups (7–11): continuous work — Up to 15 minutes, then a change of activity; explanation in one go — Up to 5–7 minutes; instructions — One step at a time: show, then do; practice — More templates and visual metaphors; pairs — Set up and guided by the mentor

Older groups (12–17): continuous work — Up to 25–30 minutes; explanation in one go — Up to 12–15 minutes; instructions — Two or three steps ahead is fine; practice — More open tasks and choice; pairs — Rotate; children organise themselves

HomeworkHomework continues the lesson’s project. Each task has 3–5 checkable completion criteria, so the child can see when they are done. It takes 20–40 minutes and is handed in through the SPACE platform, where parents see it too. The mentor checks it before the next lesson.The lesson scriptMentors don’t improvise: every lesson of every course has a script from a methodologist.

A minute-by-minute plan following the blocks above.

Exact wording for key explanations: what to say and what to show on screen.

Typical mistakes children make and a response to each.

Project code in three states: at the start, after the mentor’s demo and at the end.

A task for fast finishers and a simpler path for those who struggle.

So a lesson in Yunusabad and one in Chilanzar follow the same standard, and quality doesn’t depend on which mentor a group gets.What we gave up

Lectures longer than a fifth of the lesson and “read this and answer the questions” tasks.

Retyping code from the screen. The child always adds their own solution.

Lessons without a result. If there is nothing to show, the lesson counts as a defect.

Unstructured self-study: most children drop such courses.

Points instead of interest. XP and levels in SPACE show the child’s progress: what they have made and learned. They are not awarded for grades.

Demoing AI without understanding every line (“look, the AI did it all”) is not allowed.

SourcesEach lesson block rests on a technique with a proven effect.

Recalling without prompts consolidates material better than rereading. Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning. Psychological Science, 17(3).

Worked examples with fading steps work better for novices than solving from scratch. Renkl, A., & Atkinson, R. K. (2003). Structuring the transition from example study to problem solving in cognitive skill acquisition: A cognitive load perspective. Educational Psychologist, 38(1).

Active learning produces better results than lecturing. Freeman, S., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS, 111(23).

A short check of understanding during the lesson lets mistakes be fixed in time. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1).

External rewards for an interesting activity reduce intrinsic motivation. Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6).

Only a small share of those who enrol in open online courses finish them. Reich, J., & Ruipérez-Valiente, J. A. (2019). The MOOC pivot. Science, 363(6423).

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