Enterprise track · Grades 3 to 12

LEADING IS A SET
OF BEHAVIORS.
BEHAVIORS CAN BE TAUGHT.

Most children are told that some people are natural leaders. That framing is both wrong and expensive: it tells the quiet child the door is closed, and it tells the loud one there is nothing left to learn.

This program treats leadership as a set of specific, nameable behaviors, and teaches them one at a time. Eight weeks, scaling in difficulty from a Founders Track in the middle grades to an Executives Track in high school.

Designed, not yet written

READ THIS BEFORE
YOU READ THE SYLLABUS.

The syllabus below is real and it is finished. The materials that would let a teacher run it are not. No class has taken this program, so there is nothing on this page about results, and there will not be until there is something true to report.

One thing is written, printed and free to run this year: the Grade 2 mathematics course. If you want a program in a classroom in September, that is the one. Start there.

Grades 1–2

Does not run here

Grades 3–5

Designed

Founders Track, 8 weeks.

Grades 6–8

Designed

Grades 9–12

Designed

Executives Track, 8 weeks.

The three strands

WHAT IS ACTUALLY
IN IT.

Leadership runs as three interleaved strands rather than eight separate topics, because the skills only work together. A student who can structure an argument but cannot read a room has learned debate, not leadership.

01Strand one

EMOTIONAL INTELLIGENCE

Know yourself before you lead anyone else.

Self-awareness, empathy, emotional regulation and social fluency. This strand runs first because every other skill in the program degrades without it.

Covered

  • Self-awareness mapping and a personal SWOT
  • Reading the room: social and emotional cues
  • Conflict de-escalation and active listening
  • Regulating stress under high-stakes conditions

A written self-assessment the student revisits in week eight

02Strand two

PUBLIC SPEAKING

An idea travels no further than the person explaining it.

Vocal presence, structured argument and the ability to hold a room. Built toward a five-minute presentation with questions afterward, because the questions are where composure is actually tested.

Covered

  • Vocal projection, pace and deliberate silence
  • Body language and non-verbal signal
  • Structuring an argument: the PREP and story frameworks
  • Handling hostile or unexpected questions

A five-minute talk delivered to the class, with open questions

03Strand three

EXECUTIVE PRESENCE

Presence is not volume. It is earned attention.

The teachable components of the thing adults call presence: composure under pressure, decisive language, and the ability to lead without holding a title. This is the strand most obviously rationed by family background, which is why it is in the program.

Covered

  • Posture, space and stillness
  • Decisive language, and why hedging reads as uncertainty
  • First impressions, and what is actually being read
  • Speaking to adults as an equal

A recorded before and after the student keeps

Why it is built this way

THE DECISIONS
BEHIND THE SYLLABUS.

Behaviors, not traits

Every objective in the syllabus is written as something a student does, so it can be practiced and observed. "Be more confident" is not an objective. "Answer a question you were not expecting without filling the pause" is.

The quiet student is the point

A leadership program that rewards the child who already dominates the room has taught nothing. The design deliberately measures change from a student's own starting point rather than against the loudest person present.

No equipment, no subscription

Everything runs with a room, paper, and a phone camera if one is available. The moment a program needs a device per child it stops reaching the schools it was written for.

Written down against still to write

EXACTLY WHAT
EXISTS TODAY.

Finished and reviewable

  • The full eight-week structure, strand by strand
  • Learning objectives written as observable behaviors
  • The Founders Track and Executives Track difficulty split

Not written yet

  • Session-by-session facilitator scripts
  • The student workbook
  • Any assessment instrument, piloted or otherwise
  • A single classroom that has run it

We publish the right-hand column because a school deciding whether to wait for this program needs to know how far away it is, and because a funder who finds the gap themselves will reasonably wonder what else was left out. The full map carries the same status for every grade band we have not reached.

WANT THIS ONE
BUILT SOONER?

What moves a program from designed to written is a school willing to run the first one and the funding to write the materials properly. If either of those is you, that is the conversation we want to have.