Ship your first full-stack app before you finish the course.
Skilly is a coding classroom for people who want to build real things — HTML, CSS, JavaScript, React and Node — taught by a team who've spent over a decade watching how people actually learn.
Two ways to learn here
Pick the track that matches what you're actually trying to do — build software, or pass a specific exam. Most people know which one they need.
Code track — learn to build
Full-stack web development from first principles. You'll write real HTML, CSS and JavaScript in week one, and leave with deployed projects, not just notes.
- HTML & CSS Foundations
- JavaScript, Properly
- React from Scratch
- Node & Full-Stack APIs
Curriculum track — learn to pass
Tutoring mapped to your actual syllabus and exam board, not a generic course. Past papers, marking criteria, and grade boundaries, explained plainly.
- IGCSE & GCSE Computer Science
- IB MYP, IB DP CS, AP CSP & Cambridge ICT
- Maths — O Level to A Level, IB & AP
- SAT, GRE, IELTS & GAT/NAT
Everything we teach, in one place
From your first HTML tag to your final exam paper — pick a card to see what's covered.
HTML
The building blocks of every page
CSS
Style and layout for the web
JavaScript
Interactive, dynamic pages
React
Component-based user interfaces
Node.js
A backend, built in JavaScript
Full-Stack Capstone
One project, planned to deployed
IGCSE
The flagship 14–16 syllabus
GCSE
The UK's standard 14–16 qualification
IB MYP
Project-based, ages 11–16
IB DP
The IB Diploma, SL and HL
AP CSP
College Board's intro to CS
Cambridge ICT
Applied ICT and computing
O Level / IGCSE Maths
Grades 9–10 · Cambridge & Edexcel
A Level Maths
Grades 11–13 · AQA & Edexcel
IB DP Maths
AA & AI, SL and HL
AP Calculus
AB and BC · College Board
SAT
Digital, adaptive test prep
GRE
Verbal, Quant & Analytical Writing
IELTS
Academic & General Training
GAT / NAT
NTS admissions tests, Pakistan
How it works
We help you unlock your full potential
How?The same four steps whichever track you pick — the plan underneath just looks different.
Tell us where you're starting
A short call about your goal — a portfolio project, or a specific exam board and grade.
Get a plan built around you
A syllabus-mapped curriculum, or a project-based coding roadmap — never a generic course.
Learn by doing
Live 1:1 or small-group sessions. Real code or real past papers, direct feedback every time.
Track your progress
A running record of what's covered, what's next, and exactly where you're stuck.
Featured courses
A sample from both tracks. The full catalogue has more detail on what you'll build or cover.
React from Scratch
React from Scratch
Component-based apps, hooks, and state management — building toward a real project you choose yourself.
Node & Full-Stack APIs
Node & Full-Stack APIs
Build a backend from scratch and connect it to a React front end — the piece most self-taught developers skip.
IB DP Computer Science
IB DP Computer Science SL / HL
Full syllabus coverage plus dedicated IA support, mapped to the current IB assessment criteria.
AP CSP Crash Course
AP CSP Crash Course
Built around the Create Task from day one, not bolted on at the end.
Loved by students.
Backed by reviews.
From exam nerves
to exam-ready
See how one IGCSE student went from guessing to knowing, with a plan built around exactly where she was stuck.
Frequently asked questions
The short answers — message us on Instagram or the contact form if yours isn't here.
Two tracks: a coding track (HTML/CSS, JavaScript, React, Node, and a full-stack capstone) and a curriculum/exam tutoring track, mapped to your specific syllabus and exam board. Check the Code track and Curriculum pages for the full breakdown.
Four steps: tell us where you're starting, get a plan built around you (not a generic course), learn by doing in live 1:1 or small-group sessions, and track your progress as you go. See "How it works" above for the full picture.
A few options — a pay-as-you-go single session, a monthly 1:1 track, an exam-intensive bootcamp, and a small-group cohort at a lower cost per seat. Exact rates are on the Pricing page.
Yes — the Foundations course on the code track assumes zero prior experience, and curriculum tutoring starts from wherever you currently are, not where a generic syllabus assumes you are.
We teach remotely, worldwide, and schedule sessions around your timezone — most of our students are outside Pakistan, so this is the normal setup, not an exception.
Of course — message us on Instagram using the button in the corner, email teamskilly22@gmail.com, or book a free 20-minute consult below. We usually reply within a day.
Ready to start?
Book a free 20-minute consult — no pitch, just a plan for whichever track fits.
About Skilly
The story behind the two tracks, and who's actually teaching them.
Hi, we're Skilly.
Our team has spent years teaching in classrooms — web development, computer science fundamentals, and, more recently, how AI fits into both. Along the way we've tutored students through IGCSE, GCSE, IB MYP and DP, AP CSP, and Cambridge computer science papers, and helped complete beginners go from zero to a working app.
Skilly is where we've brought both sides of that together. It's not a faceless course platform — it's a hands-on teaching practice, run the way we'd run a good classroom: small groups, real feedback, and a plan built around the person in front of us rather than a fixed curriculum everyone follows at the same pace.
We believe the best teaching happens when someone has seen a concept fail to land a hundred different ways, and knows the second and third explanation, not just the first.
What we teach
Web development
- HTML & CSS
- JavaScript (vanilla and modern)
- React
- Node.js and full-stack API design
School curriculum
- IGCSE & GCSE Computer Science
- IB MYP, IB DP CS, AP CSP & Cambridge ICT
- Maths — O Level to A Level, IB & AP
- SAT, GRE, IELTS & GAT/NAT
Code track courses
Full-stack web development, taught project first. Every course ends with something real you built, not just a certificate.
Full-Stack Web Development
One continuous path from a blank page to a deployed app with a real backend — HTML & CSS, then JavaScript, React, Node and a database, finishing with a full capstone build you plan and ship yourself. Taught 1:1 or in small groups, at your pace, with weekly code review throughout.
Foundations
6 weeksSemantic HTML, CSS layout (flexbox & grid), responsive design, and your first deploy.
JavaScript
8 weeksSyntax, functions, arrays & objects, the DOM, events, and working with real APIs.
React
8 weeksComponents, props, hooks, routing and forms, building toward a project you choose.
Node & APIs
6 weeksExpress, REST APIs, databases, authentication basics, and connecting it all to React.
Capstone
10 weeksOne project, start to finish — planned, built, deployed, with weekly review.
Style a profile card
Edit the markup — the preview updates live, just like in a real lesson.
JavaScript playground
Edit the code — console.log output appears below it.
For people who've never written a line of code. You'll build and deploy a real portfolio site by the end.
- Semantic HTML and page structure
- CSS layout: flexbox and grid
- Responsive design for mobile and desktop
- Deploying your first live site
From variables to working with the DOM and external APIs — the foundation everything else builds on.
- Core syntax, functions, and control flow
- Working with arrays and objects
- DOM manipulation and events
- Fetching and using real API data
Component-based apps, hooks, and state management, building toward a project you choose yourself.
- Components, props, and JSX
- useState, useEffect, and custom hooks
- Routing and forms
- A capstone app of your choice
Build a backend from scratch and connect it to a React front end — the piece most self-taught developers skip.
- Express fundamentals and REST APIs
- Databases: reading and writing real data
- Authentication basics
- Connecting your API to a React app
One project, start to finish: planned, built, and deployed, with weekly code review — the closest thing to a real junior-dev workflow.
- Project planning and scoping
- Full-stack build with weekly review
- Deployment and basic CI
- A portfolio-ready case study of the build
Curriculum tutoring
Mapped to your actual syllabus and exam board — not a generic computer science course. If you're not sure which board you're on, that's a fine place to start the conversation.
- Data representation
- Communication & internet technologies
- Hardware & software
- Security
- Ethics
- Algorithm design & problem-solving
- Programming
- Databases
Two theory papers (Core or Extended tier, roughly 60% of the grade) plus two problem-solving and programming papers (roughly 40%) written directly in pseudocode.
What we focus onPseudocode fluency, algorithm tracing, and past-paper technique matched to your exact tier and exam session.
- Algorithms
- Programming
- Data representation
- Computer systems
- Networks
- Cyber security
- Relational databases & SQL
- Ethical, legal & environmental impact
Paper 1 tests programming skills in your board's chosen language (Python, C# or VB.NET); Paper 2 covers the theory content across all topics. Roughly 50/50 weighting.
What we focus onWhichever exam board you're actually sitting — we teach to your specification, not a generic one.
- A: Inquiring & Analysing
- B: Developing Ideas
- C: Creating the Solution
- D: Evaluating
Websites for a real client or cause, app prototypes, data-driven infographics, and small coding projects — each marked against all four criteria.
What we focus onTurning a vague brief into a properly scoped design problem — usually where marks are lost first.
- Computer fundamentals
- Networks
- Databases
- Machine learning
- Computational thinking
- Programming
- Object-oriented programming
- Abstract data types (HL)
External papers testing computational thinking and applied programming, plus an internal assessment: a computational solution to a real problem you choose. HL adds an extended case-study-based component.
What we focus onIA topic selection early, then steady paper technique — the two places most SL/HL students lose the most marks.
- Creative Development
- Data
- Algorithms & Programming
- Computer Systems & Networks
- Impact of Computing
An end-of-course multiple-choice exam covering all five Big Ideas, plus the Create Performance Task — a project built and submitted to the AP Digital Portfolio during the year.
What we focus onStarting the Create Task early and building it properly, so it isn't a last-minute scramble in April.
- Hardware & software
- Data & communications
- Networks
- Impact of ICT (safety, security, health, environment)
- Documents & spreadsheets
- Databases
- Presentations
- Website authoring & data analysis
Theory papers on concepts and terminology, plus hands-on practical papers using real software — document production, spreadsheet modelling, database queries, and website tasks under exam conditions.
What we focus onSpeed and accuracy on the practical papers — the format is unfamiliar to most students the first time they sit it.
Practice exam-style questions
A sample from each board, written in the style and format of the real papers — pick a board below. Every question has a mark allocation and a mark-scheme-style answer you can reveal.
A sound is sampled at 44 100 Hz using 16-bit samples, in stereo. Calculate the file size, in bytes, of 10 seconds of this recording. Show your working.
44 100 × 16 × 2 × 10 = 14 112 000 bits ÷ 8 = 1 764 000 bytes (≈ 1.68 MB). 1 mark for the correct method, 1 mark for the correct final answer in bytes.
Write pseudocode for an algorithm that inputs 20 integers into an array and then outputs the largest value stored.
DECLARE Numbers : ARRAY[1:20] OF INTEGER
DECLARE Index, Max : INTEGER
FOR Index ← 1 TO 20
OUTPUT "Enter number "& Index
INPUT Numbers[Index]
NEXT Index
Max ← Numbers[1]
FOR Index ← 2 TO 20
IF Numbers[Index] > Max
THEN
Max ← Numbers[Index]
ENDIF
NEXT Index
OUTPUT Max
1 mark for correctly declaring/filling the array, 1 mark for initialising Max to the first element, 1 mark for a loop that compares every remaining element, 1 mark for outputting Max at the end.
Explain the difference between a LAN and a WAN, giving one example of each.
A LAN covers a small geographic area (e.g. one building or site) and is usually owned and controlled by a single organisation — example: a school's own network. A WAN spans a large geographic area, often linking multiple LANs together using third-party communication links — example: the internet.
Describe what is meant by "phishing" and state one method a user can take to help prevent it.
Phishing: sending fraudulent emails/messages that appear to come from a legitimate source, to trick the recipient into revealing personal or financial data. Prevention (any one): don't click links from unknown senders; check the sender's actual email address; use up-to-date anti-phishing/spam filtering software.
Convert the denary number 77 into 8-bit binary.
01001101 — 64 + 8 + 4 + 1 = 77.
Complete a trace table to show the value of total each time the
loop runs, and state the final output.
total = 0
for i in range(1, 5):
total = total + i
print(total)
i takes 1, 2, 3, 4 (range(1,5) excludes 5); total becomes 1, 3, 6, 10 in
turn. Final output: 10. 1 mark for correct i values, 1 mark for correct running totals, 1
mark for the correct final output.
A school currently stores student records in several separate flat files. State two benefits of moving this data into a relational database instead.
Any two, each with a brief explanation: reduced data redundancy (each fact stored once, linked by relationships); improved data integrity/consistency (validation rules applied centrally); easier to query data that spans multiple tables; better control over who can access which data.
Large data centres consume significant amounts of electricity and water. Discuss the environmental impact of data centres, and suggest one way this impact could be reduced.
Levels-of-response question — a strong answer identifies specific impacts (high electricity demand, often from non-renewable sources; cooling systems using large volumes of water; e-waste from replaced hardware) and links a realistic mitigation (renewable energy supply, more efficient cooling, hardware reuse/recycling schemes) back to the impact it addresses, written as a connected argument rather than a list.
A programmer breaks a large program into smaller, named procedures that each perform one task. This is an example of:
(A) Abstraction (B) Encryption (C) Fault tolerance (D) Lossy compression
(A) Abstraction — hiding implementation detail behind a named procedure lets the rest of the program use it without knowing how it works internally.
Which type of compression removes some data permanently in order to achieve a smaller file size, and is generally acceptable for photos but not for text documents?
(A) Lossless compression (B) Lossy compression (C) Run-length encoding of text (D) Metadata tagging
(B) Lossy compression — some information is discarded permanently; fine for images/audio where the loss is hard to perceive, but unsuitable for text, where every character matters.
The internet is described as "fault tolerant" mainly because:
(A) It encrypts all data in transit (B) Data is broken into packets that can be routed along multiple alternative paths (C) Every device has a unique IP address (D) It uses a single central server to manage traffic
(B) — because there's no single point of failure: if one path or router goes down, packets can still be routed another way to reach their destination.
A hiring algorithm trained mostly on historical data from one demographic group performs worse for applicants outside that group. This is best described as an example of:
(A) A digital divide (B) Algorithmic bias (C) A phishing attack (D) Crowdsourcing
(B) Algorithmic bias — the algorithm reflects and amplifies bias present in its training data, producing systematically worse outcomes for groups it saw less of.
State what is meant by the term "variable" in programming.
A named location in memory used to store a value that can change while the program is running.
State the output produced when this code runs.
count = 0
for i in range(3):
for j in range(2):
count = count + 1
print(count)
The outer loop runs 3 times, the inner loop 2 times for each, so count is
incremented 3 × 2 = 6 times. Output: 6.
Explain one benefit and one drawback of using a wireless network rather than a wired network in a school classroom.
Benefit: devices can connect and move around without needing a physical cable, so more flexible seating/device use. Drawback: wireless signals can be weaker, more easily interfered with, and generally less secure than a wired connection unless properly encrypted.
Identify two pieces of information that would be considered "personal data" under data protection law.
Any two: full name; home address; date of birth; email address; phone number; national identification number.
Give two examples of input devices that would be suitable for a user with limited hand mobility.
Any two: eye-tracking/eye-gaze system; voice recognition/microphone input; switch/sip-and-puff device; trackball (requires less fine movement than a standard mouse).
Explain the difference between phishing and pharming.
Phishing relies on sending a fraudulent message (often email) to trick the user into clicking a link or replying with personal data. Pharming redirects a user from a genuine website to a fake one automatically — often via malicious code or a compromised DNS — without any message needing to be sent or clicked.
Cell C2 contains the price of an item, before tax. Write the formula that would be entered into cell D2 to calculate 15% VAT on this value.
=C2*0.15
=C2*0.15 — 1 mark for referencing cell C2, 1 mark for multiplying by the correct
decimal value of 15%.
Describe two advantages of online banking to a customer, compared with visiting a branch in person.
Any two, explained: available 24/7 rather than limited branch opening hours; saves travel time/cost to a physical branch; account activity and balance can be checked instantly; transfers and payments can be made immediately without waiting in a queue.
Maths tutoring
O Level through to A Level, IB and AP — matched to your actual board and paper, not a generic maths course.
- Number & algebra
- Geometry & mensuration
- Coordinate geometry
- Trigonometry
- Statistics & probability
- Vectors & matrices (where applicable)
Two written papers (Core or Extended tier depending on board), mixing short structured questions with longer multi-step problems — calculator and non-calculator components.
What we focus onMethod marks — showing working the way examiners want to see it — alongside steady practice on the topics that trip students up most, like algebraic manipulation and worded problems.
- Pure maths (algebra, functions, calculus, sequences & series)
- Statistics (data, probability, distributions, hypothesis testing)
- Mechanics (kinematics, forces, moments)
Three papers at the end of the course — typically two pure maths papers and one applied paper covering both statistics and mechanics, all calculator-allowed.
What we focus onBuilding real fluency in the pure-maths techniques everything else depends on, then layering the applied content on top with past-paper practice by topic.
- Number & algebra
- Functions
- Geometry & trigonometry
- Statistics & probability
- Calculus
External papers (one non-calculator, the rest calculator-allowed) plus an internal assessment — a maths exploration on a topic the student chooses themselves.
What we focus onPicking the right course (AA vs AI, SL vs HL) early, then steady paper technique plus hands-on help scoping and writing a strong exploration.
- Limits & continuity
- Differentiation & its applications
- Integration & its applications
- Series (BC only)
- Parametric, polar & vector functions (BC only)
A multiple-choice section plus a free-response section, each split into calculator and non-calculator parts.
What we focus onFree-response technique — justifying answers the way the rubric expects — since that's usually where strong students lose marks they understand conceptually.
Test prep: SAT, GRE, IELTS & GAT/NAT
Score-focused tutoring for the big standardized tests — built around your target score and test date, not a one-size-fits-all course.
- Reading & Writing (2 adaptive modules)
- Math (2 adaptive modules, calculator allowed throughout)
Digital and adaptive — your performance on the first module of each section determines the difficulty of the second, so early accuracy matters more than on the old paper test.
What we focus onA diagnostic to find your current band, then timed practice by question type, with a close eye on the pacing the adaptive format rewards.
- Verbal Reasoning
- Quantitative Reasoning
- Analytical Writing (one essay task)
Section-adaptive — your performance on the first Verbal and Quantitative section affects the difficulty (and scoring) of the second.
What we focus onVocabulary-in-context and quant fundamentals most students haven't touched since school, plus building a clear, well-structured argument fast under time pressure for the essay.
- Listening
- Reading
- Writing (2 tasks)
- Speaking (face-to-face or video, separate from the rest)
Academic and General Training share the Listening and Speaking tests but differ in Reading and Writing — Academic is geared toward university entry, General Training toward work and migration.
What we focus onBand-descriptor-matched feedback on Writing and Speaking — where most of the score is lost — alongside timed Listening and Reading practice.
- Verbal reasoning
- Quantitative / analytical reasoning
- Subject-specific section (NAT-II, by group — e.g. ICS, Pre-Engineering, Pre-Medical)
NAT is for undergraduate admissions (NAT-I general, or NAT-II for a specific subject group); GAT is for graduate admissions (MS/MPhil/PhD), in General and Subject versions — both are multiple-choice and run by NTS.
What we focus onFast, accurate work on verbal and quantitative reasoning under timed conditions, plus the specific subject section your programme requires.
Student & parent stories
Real reviews, pulled straight from Skilly's Preply and Fiverr profiles — not written for this page.
“Team Skilly is lovely, very patient, always willing to help. Looking forward to tomorrow to learn more things.”
“Team Skilly is very kind and attentive to the needs of their student. They have a clear plan developed after getting to know your goals, and take their time to guide you through it.”
“We are extremely satisfied with the ICT lessons Team Skilly provided to my high school kids. They're incredibly patient and always take the time to ensure they fully grasp each topic. Highly recommend.”
“Team Skilly is very knowledgeable, polite, and straight to the point. I'm looking forward to our lessons — both the coding and the website development.”
“Team Skilly did an excellent job teaching me how to create a webpage. Looking forward to the next session.”
“Team Skilly is highly professional with a deep knowledge of web development that I can trust 100%. They teach in a very calm way, which is incredibly motivating.”
How we measure success
Not vanity numbers — this is what our process is actually built to produce.
1. We start with a real placement test
Not a guess — our placement test (the same one on this site) tells us exactly which topics are solid and which need work, before a single paid session happens.
2. The plan is built around the gaps, not a fixed syllabus
Two students on the same board rarely get the same lesson order — time goes where it's actually needed.
3. Progress is checked against exam-style questions
Not just "do you get it" — can you answer it the way the real paper asks it, under the mark scheme the real paper uses.
Pricing & packages
Simple enough to decide from, flexible enough to fit either track.
Single session
- 60-minute 1:1 session
- One topic or one project step
- Pay as you go
Monthly track
- Weekly 1:1 sessions
- Full course or syllabus roadmap
- Progress tracked as you go
Exam intensive bootcamp
- 5 sessions per week, every month
- Past papers with real marking
- A written revision plan
Small group cohort
- Groups of 3–4 students
- Same syllabus or course roadmap
- Lower cost per seat
Know someone who'd benefit?
Refer a friend and you both get REFERRAL_DISCOUNT_HERE off your next month.
Get in touch
Tell us a bit about what you're after and we'll reply with next steps — usually within a day.
Before you write in
- teamskilly22@gmail.com
- We reply within a day, usually sooner
- Teaching remotely, worldwide
- Not sure which track fits? Just say so — we'll help you figure it out
Resources
Free guides on revision, exam boards and test prep — written by Team Skilly, no sign-up needed.
IGCSE & GCSE Computer Science: how to actually revise (not just reread notes)
Rereading a textbook feels productive but barely moves the needle on exam day, because the exam doesn't ask you to recognise a fact — it asks you to apply it, often to a scenario you haven't seen before. Here's what actually works for both IGCSE (0478/0984) and GCSE Computer Science:
Work past papers under real conditions. Timed, no notes, then mark it yourself against the official mark scheme — not just "did I get the gist," but did you use the exact wording the mark scheme rewards. Examiners mark against specific keywords and steps, not vibes.
Trace code by hand before you trust a computer to do it. Trace tables are one of the most commonly dropped marks, and the only fix is practice: write the variable values down line by line, on paper, for loops and conditionals you did not write yourself.
Treat pseudocode like a second language. Cambridge, AQA and Edexcel all use slightly different pseudocode conventions — know which one your paper uses, and practise writing it, not just reading it.
Group topics by how marks are actually lost, not by how recently you studied them. Security, databases and binary/data representation tend to cost the most marks across boards — start there if you're short on time.
If you want this turned into an actual plan for your specific board and exam date, that's exactly what the free placement test on this site is for.
O Level vs A Level vs IB vs AP Maths — which one are you actually studying?
"Maths" means different things depending on the board, and mixing up resources between them wastes time. A quick map:
- O Level / IGCSE Maths — broad foundational coverage: algebra, geometry, trigonometry, basic statistics and probability. No calculus.
- A Level Maths (Cambridge/Edexcel) — splits into Pure, Mechanics and Statistics. Calculus (differentiation and integration) becomes central from here on.
- IB Maths (AA or AI, SL or HL) — Analysis & Approaches leans closer to traditional A Level Pure/Mechanics; Applications & Interpretation leans more applied/statistical and calculator-reliant. HL goes noticeably deeper than SL, not just "more of the same."
- AP Calculus (AB or BC) — narrower and deeper than the others: almost entirely calculus, with BC covering more ground (series, polar/parametric) than AB.
The practical takeaway: a past paper from the wrong board can actively mislead your revision, because the depth, calculator policy and command words differ. Match your practice material to your actual syllabus code, not just the word "Maths."
SAT vs GRE vs IELTS vs GAT/NAT: what each test actually measures
These get lumped together as "standardised tests," but they're built for different purposes, and that should shape how you prepare for each:
SAT — undergraduate admissions in the US. Tests reading/writing and maths at a level most strong high-schoolers can reach with focused practice; the real skill it rewards is pacing under time pressure across many question types.
GRE — graduate admissions, mostly US. Verbal reasoning leans on a genuinely large vocabulary and reading precision; quantitative reasoning revisits middle/high-school maths but with deliberately tricky wording; the analytical writing section rewards a clear, structured argument over a flashy one.
IELTS — English proficiency, used for both university admissions and immigration. Unlike the SAT/GRE it has a Speaking component with a real examiner, and Writing is marked on task achievement, coherence, vocabulary and grammar as four separate criteria — so generic "good English" isn't enough; you need to know what each band actually rewards.
GAT/NAT (NTS, Pakistan) — used for admission to Pakistani universities and some scholarship programmes. Multiple-choice, split into verbal, quantitative and analytical sections, with a strong emphasis on speed, since the time per question is tight.
Because the formats differ this much, "just do more practice questions" isn't a complete strategy — knowing the actual scoring rubric for your test changes what you practise first.