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Family guide

Choose a STEM programme by looking at what learners actually do.

A strong programme should make its purpose, learning sequence, supervision and evidence visible. This checklist helps families ask precise questions; it does not rank providers or guarantee fit.

Explore BIAA learning directions Read the family information
Use the same questions when reviewing BIAA programme pages.
OPENQUESTION
01 / Question02 / Understand03 / Build04 / Verify
01
BIAA / PURPOSE

Begin with the learner and the purpose

Clarify whether the immediate need is exploration, deeper skill practice, a collaborative project or a sustained portfolio. Ask how placement accounts for readiness, interest and prior experience.

  • 01What question or capability organises the programme?
  • 02What can a learner do when a task becomes difficult?
  • 03How can a family recognise an appropriate next level?
02
BIAA / EXPERIENCE

Inspect the learning experience, not the equipment list

Tools matter only when they support thinking. Ask how much time learners spend planning, coding, building, testing, documenting and explaining rather than copying a finished model.

  • 01Are criteria visible before work begins?
  • 02Does the programme allow more than one defensible solution?
  • 03Are mistakes analysed and used for another iteration?
03
BIAA / EVIDENCE

Ask what evidence will be available

Certificates, competition language and polished photos do not by themselves demonstrate learning. Look for version history, annotated code, observations, test results, reflection and a clear account of learner contribution.

  • 01How is progress recorded without unsupported claims?
  • 02Can feedback identify both strengths and the next action?
  • 03How are group and individual contributions distinguished?
04
BIAA / SAFETY

Check safety, ethics and communication

Request information appropriate to the activity: supervision, tool rules, data handling, AI use, emergency arrangements and how concerns are raised. Verify current policies directly with the provider.

  • 01Who is responsible during physical and online activity?
  • 02What data or images might be collected, and why?
  • 03How are AI outputs and external sources checked and credited?
BIAA / NEXT

Continue exploring

01Programme map

Choose a direction. Build the connections around it.

BIAA organises learning by questions and capabilities, allowing one project to connect code, mechanisms, data, science and communication.

02Learning pathways

Progress means taking ownership of more decisions—not simply using harder tools.

The three pathways describe how independently a learner can frame, build, test and explain a project. They are not rigid age bands.

03For families

Choose the learning experience by what your child is ready to do, not by the trendiest tool.

A useful programme fit balances curiosity with current independence, safe working habits, communication and the kind of project the learner wants to sustain.

04Outcomes and assessment

A polished object is useful evidence, but it is never the whole assessment.

BIAA evaluates what a learner understands, how decisions were made, how tests were conducted and how limitations are communicated.

BIAA / NEXT STEP

Explore BIAA learning directions

Use the same questions when reviewing BIAA programme pages.

Explore BIAA learning directions