Reasoning as a subject your school runs.
Cohorts by section in a slot you already have, your teachers trained to facilitate, submissions marked against a rubric, and a coordinator dashboard that shows what is happening while the term can still be changed.
Four things, none of which is a stack of logins
A licence hands out accounts and reports a completion percentage. This hands you a programme your staff can run and evidence you can put in front of a board.
Structured discussion, on the timetable you already have
The method is a moderated discussion with a rubric behind it. It runs in an existing period — a tutorial slot, a library period, a club hour — rather than asking for a new one, which is the difference between a programme a school can start in January and one that waits for next year.
Grade 11 runs one case discussion per week in the existing tutorial slot, with the written submission set as that week's homework.
The skills the board exam does not assess
Reasoning under uncertainty, defending a position, changing your mind when the evidence says to, writing an argument someone else can follow. These decide how a student does after school and are almost never marked before it.
Submissions stop opening with a conclusion and start opening with the question — the single clearest early signal that the method has landed.
What the coordinator can actually see
Participation, submission quality and reasoning growth per student and per section, while the term is still running. Not a login count, and not a completion percentage that reaches 100% the day before the report is due.
One section's participation falls in week five while its neighbour's holds — usually a timetable clash, and visible early enough to move the slot.
Built for a school's duty of care
School cohorts are closed by default: students see their own cohort, discussions are moderated, and nothing about a student leaves the school without consent. The safeguarding posture is a setting the school owns, not a policy it inherits.
The rules students agree to are the Community Guidelines, and how reports are handled is on the Safety page — both public, both linked from every page.
Three groups inside one school
The depth differs by grade; the discussion structure does not.
Senior school
Grades 9 to 12, where board pressure is highest and reasoning practice is squeezed out first. This is where the method does the most.
Middle school
Grades 6 to 8, run as a lighter foundation track: shorter cases, more scaffolding, the same discussion structure.
Faculty
Teachers train as facilitators and are certified to run the rooms, so the programme belongs to the school rather than to a vendor.
Two different readers
Both pages describe the same platform. They answer different questions, so they are kept apart.
Who the page is for
For School Students: A student or a parent deciding whether to join.
For Schools: A school deciding whether to run this for its students.
What is being set up
For School Students: An individual account, chosen tracks, learning at their own pace.
For Schools: Cohorts by section, a slot on the timetable, staff as facilitators, dashboards for the coordinator.
How it starts
For School Students: Sign up and start the first track today.
For Schools: A conversation, one pilot section for a term, then a review.
A student or parent deciding for themselves should read For School Students instead.
Conversation to whole grade
Five steps across roughly two terms. The pilot decides everything that follows it.
A conversation
Thirty minutes on what you want to change and whether this fits your calendar. If the honest answer is that it does not, we will say so.
One pilot section
A single section, one track, one term. Small enough to run properly and big enough for the outcome data to mean anything.
Train your teachers
Staff shadow a room, then co-run one, then run their own. Our facilitators cover the gap while yours certify.
Review the term
Participation, submission quality and reasoning movement for the pilot section, read against the sections that did not run it.
Widen it
Extend to more sections and grades on what the pilot showed. Most schools widen by grade rather than all at once.
What a first term usually looks like
What schools ask first
Start with one section.
Decide from the term.
One track, one term, and a review at the end that tells you whether to widen it — read against the sections that did not run it.
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