What families really want to know.

Each child works on what they need without waiting for a group or spending long periods repeating material they already know. A short day is not automatically a good day, however. It is sufficient only when the planned work has produced enough useful practice, review, and evidence of learning.

No. About two hours is our target for focused schoolwork with movement breaks. It is not a timer to fill. A child may finish earlier when they meet their goals; persistent difficulty calls for better support or a different starting point, not a school day that stretches on indefinitely.

The product begins with the foundations of French reading, French writing, and mathematics, connected to the Québec curriculum. Science and social studies are part of the planned direction, but we will not describe them as complete learning paths before they truly are.

Children are rarely at the same point in every area. A child may understand advanced mathematical ideas while needing help reading a written instruction, or the reverse. Super School therefore chooses work skill by skill. Grade references remain available to adults for context, but they do not decide the next activity.

The child must be highly accurate, but also sufficiently independent and successful across enough varied tasks for the result to be credible. The usual reference point is at least 90% on a rigorous check. That number never stands alone: the support used, the depth of the task, and success after a delay also matter.

It identifies where real success can begin; it is not a grade or a judgment about the child. Rebuilding one small missing foundation is often faster than continuing to stack new work on top of a fragile one. As soon as the evidence supports it, the difficulty rises.

The system first tries to understand why: an unclear instruction, a step that is too large, missing prior knowledge, fatigue, or lost attention. It can show an example, add support, reduce difficulty, or return to one precise prerequisite. The support makes the step possible without giving the answer away.

A recent success may be temporary. Returning after a delay requires memory to rebuild the knowledge and shows whether it is still available. Reviews spread farther apart when memory holds and return sooner after a lapse.

Some foundations, such as sounds, frequent words, or number facts, need to become fluent enough to free attention for reasoning. Response time is useful evidence for those skills only. Understanding is tracked separately, and a child is not rushed through work that requires thought.

It helps choose tasks, adapt difficulty, explain, score responses, and identify knowledge that needs repair. It acts as a tutor: the child responds first, then the system reacts. It does not write, solve, or think in the child’s place.

No. The screen is used during a focused academic block, where adaptation and immediate feedback are useful. The day includes movement breaks and must have a clear ending. The time that is freed belongs to life away from the screen; Super School does not try to fill it with more digital activities.

The adult protects the routine, encourages the child, helps them move through frustration, and connects learning to projects and real life. Super School should handle academic teaching, scoring, and progression decisions. A parent can understand the evidence without becoming the daily marker.

We use the ordinary signals of the activity itself: pauses, unusually fast responses, repeated clicking, error streaks, use of support, and idle time. The work itself is enough to tell when a child has stopped learning.

We link official Québec primary expectations to the skills, activities, diagnostics, and reviews in the learning path. This helps us verify curriculum coverage. Coverage alone does not prove that a child has learned, however; the child’s own work and later, less-supported checks must show that.

No. Super School is designed to remove waiting, already-mastered work, and needless repetition, which should make school time more efficient. Any precise claim about learning speed must be demonstrated with our own Québec data. We do not borrow the results of another school.

Yes. Reports should first show what the child has mastered, what remains fragile, and what comes next, separately for each subject. A grade reference can then help an adult interpret that information. It remains a point of comparison, never a label that holds a child back or pushes them ahead artificially.

These explainer pages are available in English so every family can understand our approach. The learning product itself is currently in French and built for Québec. If English becomes a subject later, it will have its own path, diagnostics, and reviews rather than being mixed casually into French learning.

No method is a perfect fit for every child in every situation. Needs related to vision, hearing, movement, attention, speech, or neurodivergence may require different ways to present work or capture a response. When the path is not working for a child, Super School must make that visible and seek an adaptation — never hide the problem behind screen time or completed activities. This will always be an area of research and improvement for us, and we welcome feedback.