Enterprise track · Grades 7 to 12

EIGHT WEEKS.
ONE REAL BUSINESS.
ONE REAL PITCH.

Not a case study and not a simulation. Each student or team carries one venture the whole way through: a problem they found themselves, a customer they actually spoke to, a price they had to defend, and a pitch delivered to a panel at the end.

This is the intensive format, for Grades 7 and up. Grades 4 to 6 get the same ideas as a full school year instead, one assignment a week, because younger students learn this better spread out than compressed. The Grade 4 year is written and free to download today.

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

Published

Grade 4 complete: The Venture Year, 36 weeks, standards-mapped and free. Grade 5 is next.

Grades 6–8

Designed

Grade 6 year in development. The 8-week intensive covers Grades 7–8.

Grades 9–12

Designed

Executives Track, 8 weeks.

The eight weeks

WHAT IS ACTUALLY
IN IT.

Every week ends in something the student made, not something they were shown. The deliverables accumulate into a real venture file by week eight.

01Weeks 1 to 2

DISCOVER THE PROBLEM

Ventures start with an obsession, not an idea.

Structured discovery rather than brainstorming. Students learn to observe the world the way a founder does, identify a real unmet need, and separate a symptom from a root cause.

Covered

  • Empathy interviews
  • Problem and solution fit map
  • Customer journey sketch
  • Five whys root cause analysis

Problem statement canvas

02Week 3

KNOW YOUR CUSTOMER

Build for one person, not for everyone.

The ideal customer profile. Students define exactly who they are building for, then validate it with short interviews conducted outside the classroom.

Covered

  • Ideal customer profile framework
  • Short customer interviews
  • Jobs to be done
  • Market sizing: TAM, SAM and SOM

Ideal customer profile

03Week 4

DESIGN THE SOLUTION

Minimum viable means viable, not minimal effort.

The business model canvas applied to the student's own venture. Value proposition, revenue model and cost structure, then a paper prototype put in front of peers for feedback.

Covered

  • Business model canvas
  • Value proposition design
  • Paper prototyping
  • Peer feedback panels

Business model canvas and a prototype

04Week 5

RUN THE NUMBERS

If you cannot model it, you cannot run it.

Unit economics, properly: cost per unit, pricing, gross margin, break-even, and a twelve-month projection built in a simplified spreadsheet made for this age group.

Covered

  • Unit economics
  • Pricing strategy
  • Break-even calculation
  • Twelve-month revenue projection

A twelve-month profit and loss model

05Week 6

GO TO MARKET

A good product with no distribution is a hobby.

Channel strategy, customer acquisition and what product-market fit actually means. Students write a thirty-day plan naming their first ten customers.

Covered

  • Channel selection
  • Acquisition cost and lifetime value
  • The first ten customers exercise
  • Signals of product-market fit

A thirty-day go-to-market plan

06Week 7

BUILD THE DECK

Investors fund a story with numbers under it.

A ten-slide deck built from scratch: problem, solution, market, model, traction, team, financials, competition, roadmap and the ask. One slide per session, reviewed before the next one starts.

Covered

  • The ten-slide structure
  • Slide design basics
  • Building a narrative arc
  • Structured deck review

A ten-slide pitch deck

07Week 8

PITCH THE ROOM

The room is yours. Use it.

A five-minute pitch to a panel of adults from outside the school, followed by five minutes of questions. The format is borrowed from real pitch meetings because the questions are the part that teaches.

Covered

  • Five-minute delivery
  • Live question handling
  • Panel feedback, recorded
  • A venture file the student keeps

A live pitch and written panel feedback

Why it is built this way

THE DECISIONS
BEHIND THE SYLLABUS.

One venture, all the way through

The student does not switch projects. Carrying one idea from a vague problem to a defended price is where the learning is, and it is the part that gets cut from most entrepreneurship curricula.

Numbers before storytelling

The financial model comes in week five, two weeks before the deck. A pitch built on top of real unit economics teaches something. One built first teaches presentation.

The panel is adults, not judges

There is no winner. Every student pitches, every student gets written feedback, and nothing is ranked. A competition format would sort the confident from the rest, which is the outcome we are trying to avoid.

Written down against still to write

EXACTLY WHAT
EXISTS TODAY.

Finished and reviewable

  • All eight weeks, with the deliverable defined for each
  • The frameworks and worksheets each week is built around
  • The pitch structure and the feedback form
  • The Grade 4 full-year version, written and published in full

Not written yet

  • The printed student venture file
  • The facilitator guide
  • The simplified financial model spreadsheet
  • Any pitch panel, because no cohort has reached week eight

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.