Programs
Three programs, one roadmap.
Debate, Model United Nations, and Public Speaking each run as a ladder of levels. A student joins at the level that matches their grade and experience, works through the courses in that level, and moves up. This page shows the whole road so you can see where a student starts and what comes after it.
The roadmap
Four tiers, and where each program sits on them.
The three programs share the same tier names, so a family taking more than one course is reading one system rather than three. Debate and Public Speaking start at Foundation in Grade 4. Model United Nations starts at Beginner in Grade 7.
| Tier | Debate | Model United Nations | Public Speaking |
|---|---|---|---|
| FoundationTier 01 | Foundation I, II, IIIGrades 4–6 · Open entry | Not offered — starts at Beginner | Foundation I, IIGrades 4–6 · Open entry |
| BeginnerTier 02 | Beginner I, II, IIIGrade 6+ · Open entry | Beginner I, IIGrade 7+ · Open entry | Beginner I, IIGrades 4–6 · Open entry |
| IntermediateTier 03 | Intermediate I, II, IIIGrade 7+ · Assessment | Intermediate I, IIGrade 7+ · Assessment | Intermediate I, IIGrade 6+ · Open entry |
| CompetitiveTier 04 | CompetitiveGrade 7+ · Personalized · Assessment | CompetitiveGrade 7+ · Personalized · Assessment | CompetitivePrivate one-to-one · Assessment |
Competitive is the top of every ladder, and it is personalized rather than taught to a fixed plan.
The programs
Same method, three ways to practice it.
Side by side
How the three compare.
| Debate | Model United Nations | Public Speaking | |
|---|---|---|---|
| Open from | Grade 4 | Grade 7 | Grade 4 |
| Levels | Foundation, Beginner, Intermediate, Competitive | Beginner, Intermediate, Competitive | Foundation, Beginner, Intermediate, Competitive |
| Course length | 8 sessions | 8 sessions | 8 sessions5 for Competitive |
| Session length | 2 hours3 hours for Competitive | 2 hours | 2 hours1 hour for Competitive |
| Class size | 4–8 | 4–10 | 4–8One-to-one for Competitive |
| Assessment needed for | Intermediate and Competitive | Intermediate and Competitive | Competitive only |
| Delivery | In person, Silom–Sathorn | In person, Silom–Sathorn | In person, Silom–Sathorn |
Placement
Grade sets the floor. Experience sets the rung.
Open-entry levels vary by program: through Beginner in Debate and Model United Nations, and through Intermediate in Public Speaking. Above those levels, we assess before placing a student, so that a class is made of people who can work at the same pace.
- An assessment is a short session, not an exam. We are looking for what a student can already do unaided.
- A student who is ahead of their grade does not have to sit through a level. Tell us what they have done.
- In Debate, what counts is competitive parliamentary experience. World Scholar’s Cup debating is a different format and does not place a student on the parliamentary ladder. How we read debate experience.
How courses work
Course structure and shared policy
- Eight sessions per course, normally one each week. Public Speaking Competitive runs as five private sessions.
- Courses are taught in person at the Pan Campus in Silom–Sathorn.
- Every session mixes teaching with practice. Students use an idea, get specific feedback, and try it again.
- Classes are small: 4–8 students, 4–10 in Model United Nations, and one-to-one for Public Speaking Competitive. Coaching stays hands-on, and attention reaches across the group.
Attendance and make-up sessions
- Each student may take up to two excused absences per course.
- For a planned absence, please tell us at least two weeks in advance whenever possible.
- If a session would otherwise be too small, we reschedule it for the whole class. It does not count as an absence.
- Each excused absence is eligible for a make-up session after all regular sessions have finished.
- Make-ups may be held online or in person. A group make-up runs for the full session length; an individual make-up runs for one hour.
At the end of the course
Each student receives a development report in three parts: an evaluation of their progress, their strengths, and their next steps, including which course we recommend they take after this one. The report goes to both the student and their parents.
Find the right place to start.
Tell us the student’s grade and any experience they already have. We will tell you what is running and where we think they should begin.