An expert in children's financial literacy, Natalia Smagina, came to us with a task: help launch online learning for children and their parents. The input was her notes — six products by age and a list of topics. The output: methodologically sound programmes totalling 67 lessons, full scripts for the presenter, a brand identity built around a beaver-cub mascot, five educational cartoons, cards for children with QR-code audio, and a website that sells the course. A team of specialised AI agents did the work; a human approved every step. From the first request and brief with the expert to the turnkey launch took five days.
The expert knew what to teach children and had draft texts: a product for parents and five age stages from 3 to 17, each with ten topic cards and five assignments. Everything else an online school is made of was missing: programmes with a logic and learning outcomes, lesson texts, slides, video, handouts and a website to sell it all.
A launch like this usually takes months and needs an instructional designer, a scriptwriter, a designer, an animator and a web developer. We assembled a team of AI agents for those roles and ran the project through approvals: the next stage starts only when the previous one is signed off. The whole way from the first request and brief to launch took five days.
Brief → turnkey
launch
in 5 days
| What a launch needs | What existed | What we built |
|---|---|---|
| Audience and positioning | Age stages in the notes | A parent pain point and a promise for every age |
| Curriculum | A list of topics | 6 programmes, 67 lessons, outcome map, assessment |
| Lesson texts | — | Presenter's words verbatim, pauses, children's answers, quizzes |
| Visual style | — | Bonya the mascot, recurring characters, 4 site design versions to choose from |
| Video | — | 5 cartoon lessons with talking characters |
| Handouts | — | 30 cards with QR audio, printable PDF |
| Sales | — | Website with pricing, a parent quiz and FAQ |
An agent is not “asking a chatbot”. Each one has its own instructions, methodological base, output format and review rules. Agents work in parallel: five instructional designers write five age programmes at once from a single brief while the designer prepares illustrations and the developer builds the site. The project lead merges the results and brings them for approval.
AGENT 01
Designs the course with a modern learning-design system: backward design (outcomes first, lessons second), Bloom's taxonomy for objectives, Kolb's cycle as the skeleton of each lesson, micro-learning for toddlers. Studies parents' pain points, builds a spiral of topics across ages and writes detailed guidance for every lesson.
Deliverable: 6 programmes, 67 lessons, outcome map, final assessment
AGENT 02
Writes what the presenter says aloud: verbatim text with pauses and questions to children, expected answers, “if the child…” notes and mini-quizzes. Keeps language age-appropriate: for ages 3–5, sentences of seven words or fewer; for teenagers, peer-to-peer, no baby talk and no moralising. Writes the cartoon characters' lines.
Deliverable: lesson scripts and dialogue that can be read straight from the page
AGENT 03
Builds lesson slides in the course's brand style. For every lesson the curriculum describes a game-based presentation of 6–8 slides with interaction — “guess”, “choose”, “count”, “spot the mistake” — and the agent turns the description into finished slides with the characters, a single palette and presenter notes.
Deliverable: consistently styled lesson decks with interaction for children
AGENT 04
Created the course's visual system: Bonya the beaver cub (beavers build their dam to a plan — just as we save to a plan), the recurring characters Mila, Tima, Liza and Artyom, fonts and palette. Generates illustrations and lays out every document in the brand style — the curriculum in Word, printable cards, website assets.
Deliverable: brand book, 20 site illustrations, laid-out documents
AGENT 05
Makes cartoons from dedicated character sheets: first fixes each character's look and voice, then an 11-scene storyboard, animates the frames with spoken lines, checks every phrase with speech recognition and edits the film with music. Builds children's cards from the same frames and lines.
Deliverable: 5 cartoon lessons and 30 voiced “Check yourself” cards
AGENT 06
Built the course's sales website: age programmes with detailed contents, formats and pricing, an interactive parent quiz that recommends a programme, the cartoon lesson and cards right on the page, the first design version plus three new palettes.
Deliverable: a mobile-ready website on its own domain
AGENT 07
Independent review instead of marking your own homework. Reads the programmes end to end, scores them on 12 criteria, looks for overload, factual errors and overlaps with other courses. Checks the site on desktop and mobile. Findings go back to the authors.
Deliverable: two reviews, curriculum score 7.8 → 8.3 out of 10
HUMAN
Assigns tasks to agents, holds the generation budget (an estimate before the first spend), merges results and brings them for approval. The expert decides what goes into the course: no stage starts without her “yes”.
Deliverable: a project ready to sell, not a pile of files
A “children's financial literacy course” is really six products with different buyers. The parent of a three-year-old is tired of tears at the checkout; the parent of a teenager fears “bank” scam calls and credit cards. For every stage the instructional designer defined the parent's pain point, the promised result (big promise), lesson length and a character the child can relate to.
The parents' programme is a separate product and the entry to the funnel: each of its lessons supports specific children's lessons, and its final quiz suggests which age programme to start with.
| Age | Parent's pain point | Promise |
|---|---|---|
| 3–5 10–12 min · Bonya & Mila | Tears and “buy it!” at the checkout; mum's card seems magic | Recognises money, pauses to “think-think”, saves coin by coin |
| 6–8 15 min · Mila, 7 | Pocket money gone on day one; “why not?” only ever gets “we have no money” | Tells “want” from “need” and saves up for a first goal |
| 9–11 20 min · Tima | Impulse buys driven by ads, friends and game timers, then “give me more” | Sets a money goal and reaches it to plan in 12 weeks |
| 12–14 25 min · Liza & Artyom | With a card, money became invisible: subscriptions, game cases, scammers calling kids | Sees their digital money, uses a card without leaks or scams |
| 15–17 30 min · Liza & Artyom | Leaving for university soon — rent, credit cards, bets pushed by bloggers | Lives through a “demo version of adult life”: budget, cushion, income, debt |
| Parents 40 min · 7 lessons | I don't know how to talk to my child about money: I either scold or give in | Calm words, clear rules and one page of family money rules |
Five instructional-designer agents wrote the five children's programmes in parallel; a sixth wrote the parents' one. A single brief set the frame: 12 lessons per age (the first an introduction, the last a celebration game with assessment), full coverage of every topic and assignment from the expert, and a game-based presentation, an assignment and home practice with a parent in every lesson.
Shared mechanics run through the whole course — so it feels like one story rather than six separate booklets:
Six programmes to the brief, each with a full script for lesson one as a sample for approval.
The reviewer agent scored 12 criteria: topic coverage, lesson depth, age fit, spiral structure, assessment, language, safety and more. It found gaps and overload.
Shared character numbers, verified legal facts, a single Bonya's pause and assessment marks. Volume grew by 42%.
8.9 excluding production. A script checked for overlaps with courses on the market: not one lesson title matches.
Fixes from the second review. The result was compiled into the “Course programmes” document and handed to the expert.
The only low score in the second review was “production materials”, 2 out of 10: there were no cartoons or cards yet. That became the video director's job — see below.
Objective. After the lesson the child can turn a dream into a goal — what, how much, by which day — count the weeks of saving and say that adults keep money in a bank.
Story. Mila's dream — a drawing set — gets a price tag: ₽900. There is already ₽150 in the piggy bank. Five more weeks of ₽150 — just in time for Bonya's celebration.
In-lesson game. “Dream or goal?” — four clouds; find the one that is already a goal, with a price and a date. “Count the pieces” — how many weeks of ₽150 to reach ₽300, ₽600, ₽900.
At home with a parent. Choose a 4–6-week goal, find its real price, draw it and stick it on the piggy bank, colour in the savings thermometer one piece a week.
If the child… picks a ₽10,000 goal — don't talk them out of it, split it: “That's a big dream, let's put it in the Dream Chest. For the first goal, let's find one we can reach by the celebration.”
Bonya's tip: “A goal has a price and a day.”
The speechwriter writes the presenter's words verbatim: timed blocks, pauses, “show slide” cues, questions for children and what they are likely to answer. Plus “common difficulties and what to do”, a three-question mini-quiz with answers, a one-page cheat sheet for the parent and a presenter's pre-broadcast checklist. For toddlers, a parent can read the text.
Every lesson in the curriculum describes a game-based presentation: what is on each slide and what the interaction is. The presentation agent builds the slides from that description in the course style — with the same characters, palette and coin motif as the site and the cartoons.
PRESENTER SCRIPT · AGES 3–5 · LESSON 1 · 0:00–1:30
[show slide 1]
“Hello, hello! My name is Natalia. [pause] And what's your name? Say it loud! [pause 3 sec] What a lovely name! Wave to me!
Today we have a guest. He's fluffy. He has a tail. Shall we call him together? Let's say: ‘Bo-nya!’ One, two, three! [together] Oh, that was quiet. Louder!”
Expected answers: the child says their name, shouts “Bonya!”, sometimes stays silent and looks at mum.
GAME PRESENTATION PLAN · AGES 6–8 · LESSON 1
The course mascot is Bonya, a beaver cub in an orange scarf holding a gold coin. It's no accident: a beaver builds its dam twig by twig, to a plan — exactly how we teach children to save. The metaphor works at every age: toddlers get a dam of stickers, teenagers get a beaver badge in the corner of the slide that lights up for each completed step of the plan.
The characters “grow up” with the programme: Mila is 4 in the 3–5 lessons and 7 in the 6–8 lessons, Tima is a 9–11-year-old, Liza and Artyom are teenagers. The designer fixed the palette, fonts and illustration style in a brand book and repeats it in every prompt — so site images, cartoon frames and cards look like one series.
The first version of the site was violet and orange, and the designer drew every illustration in the same tones. When we decided on a lighter, calmer palette, nothing had to be redone from scratch: the designer regenerated the illustrations in a neutral cream palette and the developer built three new design versions on one site — “Mint & coral”, “Sky & grass”, “Teal & raspberry”.
Every version is finished and switches with one button — the expert simply looked at them on the live site and chose “Mint & coral”. The first, violet version wasn't lost either: it stays in the switcher together with its own illustrations.
Click the palettes above — the screenshot in the window scrolls. The live site works in full: age tabs, cartoon lesson, cards and the quiz (in Russian).
For each cartoon the video director takes a lesson from the curriculum and its main idea. The scriptwriter writes 11 scenes of 13–14 seconds with the characters' lines — short, so children can repeat them. Toddlers get no subtitles or on-screen text: they can't read yet, so the characters speak. The cartoons are in Russian.
The hardest part of AI animation for children is keeping the character in scene five the same as in scene one. So the work starts not with frames but with a character sheet: each character's look, clothes and voice are fixed on one sheet and passed into every scene.
Every character full-length on one sheet, same scale, with a voice description.
Each frame is built from the sheet, so the character doesn't drift from scene to scene.
Each frame becomes a video scene; the characters speak their lines inside the clip.
The model sometimes adds words of its own. Each scene is transcribed and compared with the script — extras are cut.
Title card and end plate, quiet music under the voices, loudness normalised to platform standards.
The videos are shown in 480p demo quality so the page loads fast. For the course platform the same films are rendered in high resolution.
Each cartoon comes with six cards. The front shows a frame from the cartoon and a question (“Bread — need or want?”, “The ‘bank’ asks for the SMS code. Do you read it out?”); the back has the answer, a tip for the parent and a QR code. Point a phone at it and the character says the answer — the line is cut from the cartoon using exact speech-recognition timestamps.
The cards work in two places: on the site as flip cards with a “Listen” button, and as an A4 PDF with mirrored backs so front and answer line up in double-sided printing. Every QR was checked with a scanner. Extra generation cost: zero — everything was built from finished frames and lines.
The course site is built as a funnel: the parent recognises their situation, picks an age, watches a cartoon lesson and the cards, takes the quiz — and gets a recommendation of which programme to start with. The copy is original, from the expert's materials; testimonials were deliberately left out at launch.
Demo: finazbuka.demo.socode.ru (in Russian)
Your notes, webinar recordings, drafts, manuals — whatever already exists. We work out the audience and the product line.
The instructional designer and reviewer prepare the programmes and a sample lesson. You edit — the next stage starts only after your “yes”.
We propose a visual system and name the generation cost before the first spend.
Scripts, slides, cartoons, cards and the site — in parallel, with every item checked.
We hand over the materials, connect the platform, payments and ads — and, if needed, run sales together with our lead generation for schools.
Tell us what you teach and to whom. We'll review your materials for free and propose an agent team, a timeline and an estimate — no obligation.
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