Money is invisible now.
Decisions are still real.

Programs cost 30,000 TL for 16 weeks and 55,000 TL for 32 weeks; all prices include VAT and are the same for all our courses. There is no free trial lesson. FinProje is completed in 16 weeks; FinZekâ, FinPractice, and FinGram run on a 16- or 32-week schedule. If you buy two or more 32-week packages together (two courses for one child, or the same or different courses for siblings), you get 25% off each of those packages: 82,500 TL instead of 110,000 TL for two packages. If your child misses a lesson, we send you the recording. The withdrawal and refund terms are the same for all our courses; they are set out in the “Delivery and refunds” and “Distance sales agreement” documents at the bottom of the page.

Our education advisor calls you, asks about your child’s age and what they are curious about when it comes to money, and explains the right program and lesson schedule. You receive the lesson schedule and payment terms in writing during the call. This is not an enrollment or a purchase. If you’d rather not get a call, just message us on WhatsApp.

It isn’t the same as a lesson a crowded class listens to on a screen. The group has 8–10 children; the lesson opens with a situation, every child says what they would do and why, and every module ends with a piece of work the child makes themselves. In this format, it’s hard to hide at the back. İstanbul Algoritma has been teaching children for six years; nine out of every ten students continue into a second year (İstanbul Algoritma’s own data, covering all of its areas; there is no separate figure for the finance program yet). Still, it may not suit every child; that’s why it’s important to talk with our education advisor before the program starts.

In two ways: from your child’s portfolio and from the questions they ask at home. Every module ends with a piece of work you can see too: an allowance plan, a savings chart, a project presentation. The real sign, though, is the questions you’ll hear at the checkout or in front of a screen: at ages 6–7, “Is it on our list?”; at ages 8–11, “How many weeks will it take me to save?”; at ages 12–15, “Who’s saying this?” If you don’t hear any of these by the time the program ends, it wasn’t the right fit for your child; please tell us that too.

Schools are starting to address the topic: on 24 March 2026, through a collaboration between Türkiye’s Ministry of National Education (MEB) and the Capital Markets Board (SPK), the first lesson in all schools was devoted to financial literacy; the ministry also announced that it is adding the topic to the relevant themes of existing subjects. However, there is no separate, ongoing subject in elementary or middle school. In OECD data, about 70% of 15-year-olds say they learned basic terms such as salary and budget at school and still know what they mean; for compound interest, this drops to one in four students. School introduces the topic; we have children put it into practice every week.⁷²

The European Commission and OECD framework starts at age 6. At ages 6–7, we don’t expect financial knowledge; the goal is to tell wants from needs, learn to wait, and be able to choose between two things. Topics such as investing are covered only at ages 12 and up.⁶

The lessons aren’t about wealth; they’re about responsibility, planning, sharing, and rights as a consumer. In OECD data, young people who regularly talk with their family about their own spending decisions have higher financial literacy (a correlation, not evidence of cause and effect). Talking about money is really talking about what we value.²

Yes, a live online lesson is screen time too. The difference is this: it’s time spent one day a week with a teacher and a group of 8–10, talking and creating. What’s more, the child learns to recognize the sales tricks they already run into on screens: countdowns, low-stock warnings, subscriptions that renew on their own. Some of the tasks between lessons are off-screen: an allowance plan, comparison shopping at the grocery store.

Not if it were one long lecture. The 90 minutes are built around three different paces: the lesson opens with a game or a situation, continues with a group discussion, and closes with a part in which the child creates their own work. The aim is for the child to be the one talking or creating for most of the lesson. In the program for ages 6–7, lessons are 45 minutes anyway.

For live lessons, we recommend a computer connected to the internet, with a working camera and microphone. The short reviews between lessons can also be done on a phone. For younger children, having an adult nearby during the first lessons makes things easier. If an account or setup is needed, we let you know in writing before the first lesson.

You can; you already play the biggest part, and the OECD finding on young people who talk about money with their family points the same way. What lessons add is a step-by-step curriculum, a place to discuss things with peers, and a shared language you can use at home. The “Try this at home this week” section on this page is there so you can get started even if you don’t take lessons.²

Children who complete the program receive a FinGram certificate. It is a document showing that the program has been completed; it is not an official document approved by Türkiye’s Ministry of National Education (MEB). What really stays is the child’s portfolio: a spending plan, a savings chart, a business project presentation.

You’re right; knowledge taught to a child with no money to manage stays abstract. That’s why the lessons move forward through real or close-to-real decisions: an allowance, saving for a goal, in-game money, a small business project. Even a small weekly allowance is enough for practice.