One Idea. Four Passes.

Five days leaves no room for theory to wander. Every concept must lead to a decision, an offer or a test.

Students will:

1. Read it in a tightly edited module.
2. Follow it through the Dynamic Reader.
3. Hear it taught live, with examples and questions.
4. Use it in a workshop, decision or business build.

Read it. Follow it. Hear it. Use it.

The ideas are not simplified. The path into them is.

A Curriculum Built as a System

The curriculum is a connected system, not a stack of subjects. My work in retail taught me that information rarely changes behaviour until the next useful action is clear.

Here, every lesson creates something the next lesson needs.

Support Close Enough to Matter

The groups draw on Lev Vygotsky’s zone of proximal development: students tackle work just beyond what they can do alone, with useful support nearby.

Each student completed a survey about age and interests. I will use those answers to form working groups where younger students have reachable peers and older students have responsibility without becoming substitute teachers.

The aim is simple: no student should feel stranded.

The Research Is Ready. The Decisions Are Theirs.

When dedicated student AI licences were unavailable, I prepared the foundational market and product research before the program.

Search can consume hours. Judgment is the lesson.

Students will begin with evidence, not a blank screen. They will question it, compare it, calculate with it, validate it with their families and decide what to do next.

The preparation removes delay. The students keep the thinking.

Start Where Money Already Moves

A household is a small operating system. Families manage supplies, compare prices and replace what runs out.

That makes household essentials a practical place to begin. Garbage bags, soap, paper products and laundry supplies are familiar, repeat purchases.

Their ordinariness is the point.

Students do not need to invent demand. They need to understand it—and find a better way to serve it.

A Real Question. A Real Test.

Students will test one hypothesis:

Can a student earn the business of 3% of the households in a local community?

Three percent sounds small. In a real community, it raises serious questions: What do people buy? What frustrates them? What would they pay? Can the offer make money? Why would they trust it?

Revenue is not the lesson. It is evidence that an offer created value for someone else.

A “no” is evidence too. The product, price, message or customer assumption may need work.

One Connected Loop

The subjects form one sequence:

Money → Friction → Evidence → Category → Offer → Economics → Clarity → Test → Learning

Each output feeds the next. Research informs the family interview. Feedback sharpens the offer. The money model sets the boundaries. The market test produces the next lesson.

Five days is not enough to build a perfect business. It is enough to complete this loop once.

By Friday, students will have moved from observing a problem to testing an offer and reading the response.

Business stops being abstract. It becomes a process they have used.