No. Core Skills is not a prerequisite. Students can begin with the learning pathway that best fits their interests and schedule. Foundational competencies such as organization, delivery, and reasoning are intentionally reinforced throughout our curriculum, while instructors provide additional scaffolding when needed. This allows new students to enter at the beginning of any term without having to follow a fixed course sequence.

No. Each term emphasizes a different combination of skills and applications. Foundational competencies are intentionally revisited because strong communication develops through repeated practice in increasingly challenging contexts.

Each grade band has its own age-appropriate skill progression within the broader Public Speaking, Debate, and Leadership framework. Some foundational skills are emphasized in younger grades, while more advanced skills are introduced later. When a skill does continue across grade bands, students revisit it at a higher level of complexity, independence, and sophistication.

Our instructors differentiate within each grade band by adjusting prompts, scaffolding, feedback, and the level of independence expected from each student. This allows students with different levels of experience to work within the same curriculum while still being appropriately challenged.

Our approach follows a simple cycle: Learn · Practice · Perform. Students first learn the techniques behind effective speaking and reasoning, then apply them through speeches, debates, discussions, and collaborative activities. They ultimately bring these skills together in authentic speaking experiences, including presentations, live challenges, and tournaments.