COGNIPRAXIS ACADEMY · AGES 6–16

Knowledge + Growthin every learning experience.

See a lesson ↓ Register your interest in a place →

What they learnReal knowledge

How they growWithin and beyond the lesson

How progress showsConcrete evidence

◆ Starting in Cambridge in 2026 · Online & Athens from 2027

THE ACADEMY AT A GLANCE

What you need to know, clearly.

Lessons

Once a week

75′ for Sparks · 90′ for Explorers, Pathfinders and Designers

Group

Up to 8 children

So that every child has time, a voice and personal feedback

Year

September–June

Thematic units of 4–8 weeks · joining at the start of any unit

Language

Greek or English

The whole programme, in the language you choose

Ages

6–16

In four developmental zones

Educators

2 educators in every lesson

Trained in the CogniPraxis Framework by Dr Tsigaridis and Dr Stamatis

For the family

A report after every lesson

Unit Report · Developmental Profile twice a year · three parent meetings

Materials

All provided

Everything each lesson needs, from the Academy

Fees

By zone and location

Cambridge · Athens · Online, on each zone’s page →

KNOWLEDGE · WHAT THEY LEARN

We don’t repeat the syllabus. We go deeper.

Three core subjects in every zone, with clear learning objectives in every unit. Each unit usually connects two subjects around one question.

MATHEMATICS

Number · Algebra · Geometry · Statistics and probability

Conceptual understanding, mathematical reasoning, solving complex problems.

EXAMPLE UNIT QUESTION

“Can we trust a graph?”

Explorers · 9–11

LANGUAGE & LITERATURE

Reading · Literature · Writing · Speaking and listening

Deep reading, reasoned argument, writing with revision. In the language of the track.

EXAMPLE UNIT QUESTION

“Who is telling the story, and what are they keeping from us?”

Pathfinders · 12–14

SCIENCE

Physics · Chemistry · Biology · Earth sciences · Engineering

The scientific method, conceptual models, conclusions drawn from data.

EXAMPLE UNIT QUESTION

“Why do some things float?”

Sparks · 6–8

And through: History · Social Sciences · Arts · Robotics and computational thinking

↓ the bar rises in every zone

Conceptual depth

The big ideas of each subject, not scattered facts.

Precise language

The right terms from early on: precision in language is precision in thought.

Complex problems

Authentic challenges that ask the child to combine what they know.

GROWTH · THE DEVELOPMENTAL MAP

Every capability, with clear milestones from 6 to 16.

The Developmental Map sets out what the child will be able to do in each zone. The same capability returns in a more advanced form as the child grows; what has been mastered keeps being practised.

The childages 6–16

Three dimensions, cultivated together.

COGNITIVE CORE04capabilities

Executive Functions

The cognitive core: holding, stopping, switching, planning.

Working memory
Inhibitory control
Cognitive flexibility
Planning

ACROSS ALL DIMENSIONS

Cross-cutting mechanisms

Self-regulated learningSelf-determination

Not separate capabilities: they run through all the others.

FROM THE MAP TO THE LESSON

Three routes of cultivation.

Capabilities are not cultivated through academic content alone. Every growth target in a lesson plan states the route through which it is cultivated.

Within the task

The academic problem itself exercises the executive functions and critical, creative and systems thinking.

The Bridge

From what the children have learned to a neighbouring social, emotional, ethical or cultural question. This is where empathy, ethical thinking and citizenship are cultivated.

The way we work

Roles, climate, choices and the natural difficulty of each task cultivate collaboration, emotion regulation and resilience.

FOR PARENTS AND EDUCATORS · PDF

The full Developmental Map 6–16

Every capability with the milestones of the four zones and the four levels, from Emerging to Transferable.

The map shows where we are aiming and in what order. Every child moves at their own pace and in their own way.
Each milestone is one way for a capability to show, not the only one.
Capabilities from earlier zones continue to be followed, in lessons and in the Developmental Profiles.

A LESSON AT COGNIPRAXIS

Six stages. Knowledge and growth in each one.

The structure is the same in every zone; the depth, the length and the autonomy change. Before the close, the Bridge moves from what the children have learned to a human question. Choose a zone.

UNIT 02 · LESSON 2 OF 6 · SCIENCE + MATHEMATICS

“Can a city survive a heatwave?”

Today: Urban heat island: what the data show · 90′

KNOWLEDGE · LEARNING OBJECTIVES

O1Uses the absorption–reflection model to explain why dark surfaces heat up more.
O2Models temperature–greenery data with a straight line and interprets the gradient.
O3Distinguishes correlation from causation by naming a possible confounding factor.

GROWTH · OBSERVATION TARGETS

Cognitive flexibilityWithin the task
Systems thinkingWithin the task
Ethical thinking, integrity and responsibilityBridge

Executive functions Holistic competencies Mental toughness

BRIDGE · CULTURAL KNOWLEDGE · FAIRNESS IN A HEATWAVE

“Whitewash, plane trees and the delivery rider”

What did the old builders know about keeping cool? And who pays for the heat today?

5′Welcome

10′Warm-up

28′Academic core

24′Application & creation

14′Bridge

9′Reflection

The full lesson plan.

Objectives and success criteria, the flow with both educators’ roles, the Bridge, differentiation, assessment and the exit ticket. One sample plan for every zone.

Sparks · 6–8

“The boat that holds the most coins” · 75′ · 4 pages

Bridge: “The line on the ship”

Explorers · 9–11

“How fast does a hot drink cool down?” · 90′ · 4 pages

Bridge: “A winter without heating”

Pathfinders · 12–14

“Urban heat island: what the data show” · 90′ · 4 pages

Bridge: “Whitewash, plane trees and the delivery rider”

Designers · 15–16

“The algorithm that selects” · 90′ · 4 pages

Bridge: “The gap in the CV”

HOW WE FOLLOW PROGRESS

The lesson itself works as assessment.

The CogniPraxis Developmental Evidence System brings together four sources of evidence. It is not a psychometric test and does not rest on a single measurement. The short checks are also a learning strategy: formative assessment is one of the most effective.

Systematic observation

How the child plans, collaborates and responds to difficulty.

EVERY LESSON · EDUCATOR B

Short checks

A score on every learning objective; recall helps knowledge last.

EVERY LESSON AND UNIT

Presentations and applications

What the child can use, explain and carry into a new context.

AT THE END OF EVERY UNIT

The child’s reflection

What they learned, what was hard, how sure they were, what they will do differently.

AT THE CLOSE OF EVERY LESSON

Two educators in every lesson: one teaches, the other observes. The children know the criteria from the start.

From first signs to transfer.

For every milestone on the map we ask not only whether the child does it, but with how much support and in how many contexts. Example: cognitive flexibility, Sparks zone.

Emerging

SIGNIFICANT GUIDANCE

The capability is beginning to appear.

Changes approach when the educator shows another one.

Supported

ONE QUESTION OR REMINDER

It appears, but not yet spontaneously.

Tries a second way after hearing “what else could we try?”.

Autonomous

NO SUPPORT

It appears on its own, in the context where it was cultivated.

When the build does not hold, changes the design on their own.

Transferable

IN A NEW FIELD TOO

Independently, in a second, unpractised field, on more than one occasion.

Does the same in a maths problem or in a story they are writing.

MORE SUPPORTMORE AUTONOMY

We never create difficulty in order to measure it.

Resilience and overcoming adversity are observed only in difficulties that arise naturally within learning. Serious personal difficulties are not assessed; our role there is to support.

With respect for the child and their data.

The Developmental Profile describes and supports; it does not rank or label. It is not a clinical diagnosis. In the Bridge we assess how the child thinks, never what they believe. When a need for specialist support arises, we refer you to licensed professionals.

SAMPLE REPORTS · TAP TO ENLARGE

AFTER EVERY LESSON

Lesson Report

Score per objective · today’s growth · Bridge · Challenge

AT THE END OF EVERY UNIT

Unit Report

Lesson by lesson · before and after · pathway

TWICE A YEAR

Developmental Profile

The level of each capability · change from the starting point

THE YEAR

A year at CogniPraxis.

The programme is organised in thematic units. Each unit opens with a question worth investigating and closes with a project or a presentation.

SEPOCTNOVDECJANFEBMARAPRMAYJUN

1st Developmental Profile

2nd Developmental Profile

Getting to know you

Parent meeting

· An indicative spread of lessons and parent meetings. the unit of the sample lesson

MATH Mathematics · LANG Language & Literature · SCI Science · alongside them: HIST History & Social Sciences · ARTS Arts & Drama · COMP Computing & Robotics

Getting to know you

A meeting with the family and a Developmental Introduction with the child.

Units

One question, two subjects, clear learning objectives. A Lesson Report after every lesson; a Unit Report at the end.

1st Developmental Profile

For September to January, together with a conversation.

2nd Developmental Profile

At the end of the year: where the child has reached and what we work on next.

New children join at the start of each unit, when there is a place.

THE FOUR ZONES

Four zones.
One journey from 6 to 16.

At every age, knowledge and growth move forward together. The content, depth and degree of autonomy evolve.

In every zone, the whole programme is available in Greek or English.

6–8 YEARS

Sparks

The foundation years.

Through play, exploration, storytelling and making, children build strong foundations in numbers, language and the natural world, the beginnings of organised thinking, and the confidence to try without fearing mistakes.

75′ a week · 8 units × 4 weeks · up to 8 children

Discover Sparks →

9–11 YEARS

Explorers

Curiosity meets method.

Children deepen their understanding of Mathematics, Language and Natural Sciences, investigate, collaborate and begin to think more strategically — and understand how they learn.

90′ a week · 6 units × 5–6 weeks · up to 8 learners

Discover Explorers →

12–14 YEARS

Pathfinders

The years of identity and meaning.

Young people engage with more demanding academic content, deepen their critical and ethical thinking, and learn to respond steadily to pressure and uncertainty.

90′ a week · 5 units × 6–7 weeks · up to 8 learners

Discover Pathfinders →

15–16 YEARS

Designers

From learner to creator.

Young people apply what they know in complex projects for real audiences: they design, take initiative and see their work through — with growing autonomy.

90′ a week · 4 units × 8 weeks · up to 8 learners

Discover Designers →

1 lesson a week75′ or 90′up to 8 childrenSeptember–JuneGreek or English TrackA report after every lessonA Unit Report2 Developmental Profiles and 3 parent meetings a year

Explore all zones →

BEFORE YOU CHOOSE US

Is CogniPraxis right for you?

It is a good fit if…

you want demanding academic content that also cultivates how your child thinks;
you care about your child’s cognitive, social, emotional and ethical growth;
you support their autonomy and leave room for mistakes, effort and difficulty;
you want to see, with evidence, what they have learned and how they are growing;
you want us to work together, with a shared language.

It is not a good fit if…

you are looking for tutoring or coverage of the school syllabus;
you need exam preparation;
you expect a guarantee of specific grades;
your child needs specialist therapeutic support. In that case we will point you to the right professionals.

And school?

The organisation, self-regulation and deep understanding we build are foundations for learning well, at school and beyond.

FAQs ↓Contact us →

COGNIPRAXIS FAMILY LEARNING SERIES

Alongside parents too.

Working with parents is not an add-on. It is part of the educational coherence a child needs, so that what is cultivated at the Academy finds a shared language at home too.

01Three parent meetings a year
02Practical suggestions in the two Developmental Profiles each year
03Research-informed articles and videos

SAMPLE THEMES

From helping to autonomySelf-regulation without over-controlAutonomy and self-determinationMistakes, effort and failureEmotion regulation and mental toughnessDigital & AI lifeFeedback that helps a child grow

We do not teach parents how to raise their child. We share what we observe, what the research shows and which choices can support their growth, and you decide.

JOINING THE COGNIPRAXIS COMMUNITY

First we get to know each other. Then you decide.

Choose the zone

The zone for your child’s age, in the Greek or the English Track.

Introductory meeting

We talk about your expectations and look together at whether our approach suits your family.

Developmental Introduction

We get to know your child in a short session of activities, to understand their starting point.

Joining the group

Your child starts at the beginning of the next unit.

The Developmental Introduction is not an exam: there is no “pass” or “fail”, only a starting point.

CAMBRIDGE

2026

The first site: the Academy’s international starting point and model.

ATHENS

2027

CogniPraxis Academy opens in Athens.

ONLINE

2027

CogniPraxis Academy, wherever you are.

THE NEXT STEP

Be among our first families.

CogniPraxis Academy is preparing to open its first groups. Register your interest to hear about available groups and receive priority when enrolment opens.

COGNIPRAXIS ACADEMY · FAQS

Parents’ questions.

01 · OUR APPROACH

What is CogniPraxis Academy?

An educational programme for children and young people aged 6–16. It combines demanding academic content with the systematic cultivation of how children learn, think, collaborate, relate to others and handle difficulty, with academic success, wellbeing, agency and lifelong growth in view.

Is it tutoring or a study centre?

No. It is a developmental programme: it combines demanding academic content with the systematic cultivation of how the child learns, thinks, relates to others and handles difficulty. We do not cover the school syllabus, organise homework or prepare children for exams. The Academy complements school; it does not replace it, nor does it replace specialist learning support.

How do you combine knowledge with growth?

With the Dual Design Method: every lesson is designed once for the learning objectives and a second time for the growth targets. Capabilities are cultivated through three routes: within the academic task itself, through the Bridge, an extension into a neighbouring social, emotional, ethical or cultural question, and through the way we work. The four lesson plans above show how.

02 · THE LEARNING EXPERIENCE

Which subjects do you use?

Three core subjects in every zone: Mathematics, Language & Literature (in the language of the track) and Science. Depending on the unit, History, Social Sciences, Arts and Robotics join them. Each unit usually connects two subjects around one question.

Who teaches, and how are they prepared?

There are two educators in every lesson: one teaches, the other observes and records evidence. [Team details to be added.] All are qualified in their subject and are specifically prepared in the CogniPraxis Framework, the Dual Design Method and the Developmental Evidence System, with ongoing professional development.

Are there tests?

There are short checks in every lesson and every unit, because formative assessment is one of the most effective learning strategies. You see a score on each learning objective and how far your child has come since the start of the unit, with no comparison with other children.

Can my child join in the middle of the year?

Yes, at the start of any unit, when there is a place, after the introductory meeting and the Developmental Introduction.

Do we need to buy materials?

No. All the materials for every lesson are provided by the Academy.

03 · GROWTH AND SUPPORT

Will my child’s school grades improve?

The organisation, self-regulation and real understanding we cultivate are foundations of school learning, and research consistently links executive functions with academic achievement. We do not promise a specific rise in grades or changes within a set time; we show you, with evidence, the progress on every objective.

What if my child does not reach a milestone?

Every child moves at their own pace. The Developmental Profile shows where each capability is today and where it is heading, and our planning adapts to the child.

Could my child feel anxious or pressured?

Any child can feel unsure when trying something demanding. We use graded challenge, clear guidance and support. Mental toughness does not mean hiding feelings: it means recognising the difficulty, asking for help and trying again.

04 · FAMILY AND PARTICIPATION

How often are the lessons, and what do they cost?

One lesson a week, from September to June: 75 minutes for Sparks, 90 minutes for Explorers, Pathfinders and Designers. Fees are listed on each zone’s page, by location (Cambridge, Athens, Online). Before enrolment you receive all the terms of participation in writing.

Is there homework?

After every lesson the family receives a short Challenge, about 10 minutes, to do together with the child. There is no homework in the traditional sense.

Is there a formal link with Cambridge or UCL?

No. CogniPraxis is an independent educational organisation. References to the University of Cambridge and UCL relate to the founder’s academic and professional background.