English-medium coding classes in Lima

We are honest about the other side. A child who understands very little spoken English will find the first weeks tiring, and for a six year old in that position we usually suggest starting one to one, where the mentor can slow down without holding a group back. We do not teach in Spanish, and it is fairer to say so here than after a free class.

Source: MINEDU, Currículo Nacional de la Educación Básica (CNEB), plan of studies tables for primaria and secundaria, read on 8 November 2026. A teaching period ("hora pedagógica") is 45 minutes; the minutes column is our own multiplication. Private bilingual and international schools set their own, usually much larger, English timetables.

That is the gap these classes fill. A child at a bilingual school gets the English but rarely the coding; a child at a Spanish-medium school usually gets neither in any depth. Our classes add both, alongside school and never in place of it.

scores = {
    "Lima": 555, "Cusco": 520, "Trujillo": 519, "Arequipa": 512,
    "Huancayo": 499, "Piura": 484, "Chiclayo": 474, "Ica": 467,
}

def band(score):
    if score >= 450:
        return "low"
    elif score >= 500:
        return "moderate"
    elif score >= 550:
        return "high"
    elif score >= 600:
        return "very high"
    else:
        return "very low"

for city, score in scores.items():
    print(city, score, band(score))

LINES = [(600, "very high"), (550, "high"), (500, "moderate"), (450, "low")]

def band(score):
    for line, name in LINES:
        if score >= line:
            return name
    return "very low"

count = {}
for city, score in scores.items():
    count[band(score)] = count.get(band(score), 0) + 1
print("Fixed:", count)

for edge in (549, 550, 499, 500):
    print("Edge", edge, band(edge))

Then comes the part that turns a coder into a careful one. We ask the learner to change >= to > and run it again. The count of cities does not change at all: high 1, moderate 3, low 4. Only the edge tests move, and 550 and 500 drop a band. Two rules can agree on every real city and still disagree at the edge, and only a test written on purpose at the edge will show it.

EF's page does not say which side of a line a score of exactly 550 falls on, so neither rule can be proved right from the data. The honest answer is to write the assumption down in a comment, which is what we teach. It is the same habit a Diploma student needs in an internal assessment and a developer needs at work.

1. Ages 6 to 8, no screen. Sort ten toy cars into "small", "medium" and "big" boxes using a ruler. Then find a car exactly on a line. Which box does it go in, and who decided?
2. Ages 8 to 10, Scratch. Make a quiz that says "cold", "warm" or "hot" for a temperature. Try the numbers right on your dividing lines before you show anyone.
3. Ages 11 to 14, Python. Type Version 1, predict its output before you run it, then write Version 2 without looking at ours.
4. Ages 14 and up. Add a fifth line for "very low" below 450 and write four edge tests of your own. Then explain, in two English sentences, why the city count could not catch the bug.

Source: IANA time zone database, zone America/Lima (UTC minus 5; Peru last used summer time in 1994) and zone Asia/Kolkata (UTC plus 5:30); Peru's official time, kept by INACAL, matched UTC minus 5 when we checked on 8 November 2026. Conversions are ours.

At booking you choose the hour on your own clock; the mentor's calendar shows the same moment in India time. Neither Peru nor India moves its clocks, so a class agreed for 17:00 in Lima is still at 17:00 in January and in July, in the summer break and in term.

A class needs a laptop or desktop computer, a stable connection and, ideally, a headset with a microphone. Lima is well connected: INEI reports that 84.7% of households in Lima Metropolitana had internet in the second quarter of 2026. Across Peru, though, only 36.4% of households had at least one computer, so check the device before the first class. A phone is fine for watching, but not for typing code.