Children remember what they teach.

So we gave your child someone to teach. Ducky asks, they explain, it sticks.

Supported by

Your child teaches, Ducky listens.

Your child picks something from this week's chapter and explains it out loud. Ducky does not know it yet, so it keeps asking why, and what if, until the explanation actually holds.

Ten minutes, no typing, nothing for you to mark.

A child explaining science ideas aloud while Ducky listens and asks a curious question

Backed by science.

Re-reading feels like revision, so most children stop there. Explaining out loud is what exposes the gap, while there is still time to fix it.

Active recall, the Feynman technique, and the zone of proximal development: Ducky keeps each question just beyond what a child can explain alone, then gives them enough support to get there.

Ducky guiding a four-step learning loop from explaining, to questioning, finding a gap, and connecting the idea

Your child speaks without a script.

A real topic, unseen, and ninety seconds to build the answer out loud. The same drill debate clubs run as impromptu speaking, except it happens over homework instead of once a fortnight in a hall.

Feedback on how they said it, not just what they knew.

A child confidently answering a surprise speaking prompt while Ducky gives encouraging feedback

You'll hear the difference.

Your child explaining something at dinner, unprompted, and getting it right. That is the part you'll notice first.

A child clearly explaining the water cycle at dinner while a parent listens with delight

Questions, answered

That is exactly who we built this for. There is no class watching, no timer, and no wrong answer that costs anything. Most quiet children will talk to a duck long before they will raise a hand, and the duck waits as long as they need.