In Ontario, coding is a maths subject. We teach it that way.
The short answer
Ontario became the first Canadian province to place coding inside the mathematics curriculum, in the Algebra strand, from 2020. That is why we teach coding and maths as one subject rather than two products. Live classes for ages 6 to 67, batches of five to eight or private tuition, USD 100 and USD 150 a month, and the opening class is free.
In 2020 Ontario became the first province in Canada to write coding into the mathematics curriculum itself. Not a technology option, not a club after school. Coding sits in the Algebra strand from Grade 1, alongside patterns and variables, because the province decided that writing a sequence of instructions and reasoning about a pattern are the same intellectual act. Almost every coding provider ignores this and sells your child a games course. That is a real mismatch with what the child is being assessed on at school.
We are the rare provider that teaches coding and mathematics under one roof, on one continuous track, which is exactly the shape Ontario's curriculum asks for. Ontario is one province inside our Canada coverage.
No card. No obligation. We call, we do not spam.
What Ontario families actually book
Because Ontario places coding inside the Algebra strand, the coding and the mathematics get chosen together here rather than sold as two separate products.
Maths through coding
Loops and variables taught as mathematics, which is exactly how Ontario frames them.
See the syllabus
Coding in blocks
Where a six year old starts, debugging their own broken code from the first weeks.
See the syllabus
Python, complete
The language taught to real depth rather than to a demo. Our most requested course.
See the syllabus
Middle school mathematics
Fluency first, so that algebra later is about ideas rather than about arithmetic.
See the syllabusThat is four of more than a hundred. The rest, sorted by age and subject, sit on the course atlas, and the order we teach them in is on the coding roadmap.
The four we are known for
Python, AI, vibe coding and agentic coding
These run underneath everything above. Every one is live and online, placed by ability rather than by age, and the first class is free.
Vibe Coding for Teens
Python, web and AI projects where the learner still owns the thinking.
See the syllabus
AI and Machine Learning for Teens
Train a model, read what it learned, and be able to say why it is wrong.
See the syllabus
Codex and Claude Code
Run AI coding agents on real work without losing control of the codebase.
See the syllabusSix strands, and what we teach against each one
The 2020 curriculum organises elementary mathematics into six strands. Coding is not one of them, which surprises people. It lives inside Algebra, as a tool for reasoning about pattern and variable. Here is each strand with the part of our teaching that answers it.
Algebra, which holds patterns, variables, equality, expressions, and the coding expectations.
The strand this whole page turns on. A pupil who can write a loop understands a repeating pattern in a way a worksheet cannot reach. See Maths Through Coding, which is built on exactly this idea.
Number. Whole numbers, fractions, decimals, operations and number sense.
Taught as fluency first, because a student who counts on their fingers through Grade 6 will find algebra painful for reasons that have nothing to do with algebra. See Elementary Mathematics.
Data. Collecting, organising, displaying and analysing data, and reading somebody else's chart critically.
Where our Ontario student project lives, further down this page. Real provincial data, and a real trap in it. See Statistics and Probability.
Spatial Sense, covering measurement and geometry.
The strand that pairs most naturally with code. Ontario's own Grade 4 expectation has pupils writing and reading code to create geometric designs, which is a drawing task and a geometry task at once. See Middle School Mathematics.
Financial Literacy. Money, budgeting and consumer reasoning.
Newly load-bearing, because of the graduation requirement described in the next section. Taught with real arithmetic rather than slogans about saving. See Business and Finance Mathematics.
Social-Emotional Learning Skills and Mathematical Processes. Perseverance, and the habits of a mathematical thinker.
The strand no worksheet can deliver and a small live class can. Five to eight students, a teacher who sees the moment somebody gives up, and a project that is allowed to be hard. See how we teach.
What the OSSD requires, and what we honestly are not
The Ontario Secondary School Diploma takes a minimum of 30 credits. Students who entered Grade 9 in 2023 or earlier need 18 compulsory and 12 optional. Students entering from 2024 to 2025 onward need 17 compulsory and 13 optional. Every cohort must earn at least two of those 30 credits online. On top of the credits, a student must satisfy the provincial literacy requirement through the Ontario Secondary School Literacy Test, the equivalent literacy course, or an adjudication process, and complete 40 hours of community involvement activities.
| Requirement | Detail |
|---|---|
| Total credits | Minimum 30 |
| Grade 9 in 2023 or earlier | 18 compulsory, 12 optional |
| Grade 9 from 2024 to 2025 onward | 17 compulsory, 13 optional |
| Online learning | At least two of the 30 credits earned online |
| Literacy | Ontario Secondary School Literacy Test, the literacy course, or adjudication |
| Community involvement | 40 hours of community involvement activities |
| Financial literacy, from 2026 to 2027 | 70 percent or higher on the financial literacy modules, for students entering Grade 9 from 2025 to 2026 |
Read this before you plan anything around us
We are not an Ontario Ministry of Education inspected private school. We cannot grant OSSD credits, and that includes the two online credits the diploma requires. Anyone telling you a tutoring service can award those credits is worth a second look. What we do is teach the subject underneath, so the credit-bearing course at school goes better.
The financial literacy requirement is the one Ontario families keep being surprised by. It is not new material. Financial Literacy has been a named strand of the elementary mathematics curriculum since 2020. What changed is that from the 2026 to 2027 school year it carries a graduation consequence and a 70 percent bar. A student who drifted through that strand in Grade 7 now meets it again with something at stake.
Ontario teaches Grade 12 computer science from a 2008 document
After Grade 8, coding stops being part of mathematics and becomes its own subject. The relevant ministry document is The Ontario Curriculum, Grades 10 to 12: Computer Studies, revised in 2008. These are the course codes an Ontario parent will see on a timetable.
| Code | Course | Grade and pathway |
|---|---|---|
| ICD2O | Digital Technology and Innovations in the Changing World | Grade 10, open. Replaced ICS2O from September 2023 |
| ICS3U | Introduction to Computer Science | Grade 11, university preparation |
| ICS3C | Introduction to Computer Programming | Grade 11, college preparation |
| ICS4U | Computer Science | Grade 12, university preparation |
| ICS4C | Computer Programming | Grade 12, college preparation |
The Grade 10 course was refreshed in 2023. The Grade 11 and Grade 12 courses, ICS3U and ICS4U, are the ones that matter for a university application, and they still sit on the 2008 revision. A student taking ICS4U in 2026 is working to expectations written before the modern smartphone was widespread, before the deep learning era, and before almost every tool a working programmer now uses existed.
We are not saying the 2008 document is worthless. Its treatment of program correctness, data types and software development process has aged better than its critics admit, and a student who genuinely masters ICS4U is well prepared. The problem is narrower and more practical: the course cannot tell a student what a version control system is for, why a test suite matters, or how to work alongside an AI coding assistant without being quietly deskilled by it. Those are now entry requirements, not extras.
That gap is the specific thing an Ontario secondary student comes to us for. It is not remedial work. It is the material the timetable has no room for. See Git and GitHub for teens and AI tools mastery for teens, and if the aim is a competitive computer science programme, problem solving and data structures is what those admissions rounds actually test.
Where an Ontario learner joins
Placement follows what a student can do, checked in the free first class. Grade is a starting hypothesis, not a verdict.
Grades 1 to 5
Ages 6 to 10
Grades 6 to 8
Ages 11 to 13
Grades 9 to 12
Ages 14 to 18
College and adult
18 to 67
Everything we run is listed on the course atlas, and there is a coding roadmap if you would rather see the order than the catalogue.
Why the graph says temperature does not matter, and why it is lying
Ontario's project begins with a question a student is certain they can answer, and a correlation that appears to prove them wrong. Professional analysts still fall into it, which is worth telling a thirteen year old before they do.
The Independent Electricity System Operator publishes Ontario demand for every hour, going back decades, alongside the Hourly Ontario Energy Price. It also publishes consumption aggregated by Forward Sortation Area, which is the first three characters of a postal code. That last detail is what makes this project land with a thirteen year old: they can pull the numbers for the postal code they live in.
The task looks simple. Take hourly Ontario demand, line it up against outdoor temperature, and answer whether temperature drives electricity use. Every student expects a strong relationship, and every student is right to.
Then they fit a straight line through it, and the correlation comes out close to zero.
The trap
Ontario heats in winter and cools in summer. Demand is high at minus 20 and high at plus 30, and lowest somewhere around a mild spring afternoon. The true shape is a V, and a straight line through a V has almost no slope. The statistic is computed correctly and reports almost nothing. A student who trusts it concludes that temperature does not affect electricity demand in a province where people heat their homes with electricity in February.
This is the difference between a wrong answer and a wrong question, and it is the single most valuable hour in our data teaching. The number was not miscalculated. The model was the wrong shape for the world. Fixing it means either splitting the data into a heating regime and a cooling regime and fitting each separately, or transforming the input into heating and cooling degree days, which is exactly what energy analysts do in practice.
| Step | What the student does | What it teaches |
|---|---|---|
| Predict | Write down, before seeing any data, what they expect the relationship to be | A prediction you recorded is harder to fool yourself about |
| Plot | Draw the scatter before computing any summary statistic | Look at the shape before you trust a number about it |
| Fail | Fit the straight line and get the near-zero result | A correct calculation can still be meaningless |
| Diagnose | Explain why a V defeats a line, in their own words | Naming the fault is the actual skill |
| Refit | Split the regimes, or build degree days, and compare | Choosing the model is part of the analysis |
Younger students stop after the diagnosis, which is fine, because the insight is the point. Older ones go on to residuals and to why a model that fits last winter can still fail next winter. Students pull current figures from the IESO themselves rather than using numbers printed on this page, which would be stale within weeks and would rob them of the part that matters.
The same habits run through our data analysis course and, for students who want to build predictive models rather than critique them, AI and machine learning in Canada. Finished student work sits in the student labs.
What you are actually buying
Set out plainly, because most providers describe this in a way that hides the batch size.
| Item | Small group | One to one |
|---|---|---|
| Students in the room | Five to eight | One |
| Teacher | The same one every week | The same one every week |
| Classes | Two a week, eight a month | Two a week, eight a month |
| Format | Live video, never a recording | Live video, never a recording |
| Ends in | A built project | A built project |
| Certificate | On completion | On completion |
| Commitment | Month to month | Month to month |
| Equipment | Laptop or desktop, microphone, video-capable connection | Same |
Nothing is installed and nothing is licensed. Everything runs in the browser, which matters more than it sounds in a household where the family computer is shared and locked down.
Billed monthly in US dollars
Ontario families are charged in USD. There is no registration fee and no term commitment, so a month that does not work is a month you can end.
Five to eight learners with a consistent teacher. Most Ontario students start here and stay, because the group is small enough that nobody hides in it.
Chosen where the pace has to belong entirely to one student, whether that means moving far faster than a group or taking considerably longer over the same idea.
The pricing page covers pauses, switching plans and what happens if you miss a class.
What families say
Rated 4.9 across 547 Google reviews. These are real reviews, reproduced as written.
★★★★★
"The one step solution for my son. Modern Age Coders make learning coding so simple that kids love it. The teachers explain complex concepts clearly with practical exercises and interactive content."
Ria Mukherjee
Parent
★★★★★
"Modern Age Coders has been a game-changer for me. I struggled to grasp IT concepts and coding before joining, but their classes transformed everything. I can now confidently write complex programs with ease."
Samriddha Mondal
Student
★★★★★
"One of the most wonderful education centres out there. Education is not limited to school syllabus but focuses on skill development."
Vansh Agarwal
Student
★★★★★
"My child Dhairya is really enjoying the Modern Age Coders classes. This is his first online class and he eagerly looks forward to it. I can already see his improvement, and the teachers are very cooperative."
Sonam Oswal
Parent of Dhairya
★★★★★
"Modern Age Coders have wonderful teachers who teach in a clear, easy and practical way. The teacher boosts students' confidence and inspires them to learn without hesitation."
Sonu Goyal
Parent
★★★★★
"I highly recommend this computer coding class! The teachers are incredibly knowledgeable and passionate about coding."
Ritu Kedia
Parent
There are more on the wall of love, with photographs and student work.
Ontario questions, answered plainly
Is it true that coding is part of the Ontario maths curriculum?
Yes, and it is the reason this page exists. The 2020 mathematics curriculum for Grades 1 to 8 places coding inside the Algebra strand rather than treating it as a separate computer subject. A Grade 1 pupil writes code to order a sequence of steps. By Grade 3 they write code that performs a repeating operation. Coding in Ontario is a way of doing mathematics, not an alternative to it.
Do your courses count toward the Ontario Secondary School Diploma?
No, and we will not pretend otherwise. We are not an inspected Ontario private school and we cannot grant OSSD credits, including the two online credits the diploma requires. What we do is teach the underlying subject properly so a student performs better in the courses that do carry credit. If somebody tells you a tutoring service can award you OSSD credits, check that claim carefully.
What is the new financial literacy graduation requirement?
Beginning in the 2026 to 2027 school year, students who entered Grade 9 in 2025 to 2026 and later must meet a Financial Literacy Graduation Requirement, scoring 70 percent or higher on the financial literacy modules. Financial Literacy is also one of the six strands of the Grades 1 to 8 mathematics curriculum, so it is not new content, it is newly examined. We teach it inside our mathematics track.
Do you teach students across Ontario or only in Toronto?
Anywhere in the province. Classes are live over video, so a student in Brampton, Mississauga, Ottawa, Windsor or Thunder Bay joins exactly the same class. What you need is a laptop or desktop, a microphone and a connection that holds a video call. There is nothing to install and nothing shipped to you.
When do classes run for a family on Eastern Time?
We fit the schedule to you, not the reverse. Weekend slots are the easiest to arrange for Eastern Time and weekday slots are set case by case. The exact times are agreed with you on the demo call before you pay anything, so you are never guessing whether a slot will actually suit your week.
What do classes cost in Ontario?
Small group is USD 100 a month and one to one is USD 150 a month, each running two classes a week for eight a month. Billing is in US dollars. There is no registration fee, no materials to buy and no term-length commitment, so you can stop at the end of any month.
Which ages do you take?
From 6 to 67. Younger children begin in blocks and move to text code when they are ready rather than when a calendar says so. Secondary students work on Python, web development and the mathematics underneath both. Adults come for career reasons and are taught as adults, not as large children.
How large is a class?
Five to eight students in a small group, with the same teacher week after week, or one to one if a student needs the pace entirely to themselves. We do not rotate teachers between sessions. A teacher who remembers what a student struggled with last week is worth more than any curriculum document.
Are classes live or pre-recorded?
Live. A teacher is present for the whole session, watching the student work and correcting a wrong turn while it is still small. We keep recorded material you can browse before you book so you can see the teaching style, but no student of ours is ever left alone with a video.
How does a family start?
Book the free first class. It is a real lesson, and it also tells us where the student actually is rather than which grade they are in. We then recommend a level. If we think you should wait, or that another provider suits you better, we say that instead of selling you a plan.
A real lesson, and an honest placement
Tell us the student's grade and what they have already tried. A teacher runs a genuine first class, finds out where they actually are, and recommends a level. If we are not right for your child, that is what you will hear.
You can also reach us through the contact page, or read about us first.