Sales Pitch Practice Deck 40 Real-World Role-Play Situations ELEVATOR PITCH CORE (GRADES 1–8) PRE-PRIMARY CS&R For: Sales Managers | Prepared by: L&D Team, Eduvate | AY 2027-28 S Situation Understand the school's current setup, tools, and process. P Problem Surface the pain, gap, or frustration in that current setup. I Implication Help them feel the cost of leaving that problem unsolved. N Need-payoff Let them articulate the value of solving it — then offer Eduvate.
TYPE 1 OF 4 ELEVATOR PITCH Speed and clarity under pressure.— the goal is to earn a second conversation. 10 Situation Cards follow — practice S → P → I → N on each one before checking the coaching note.
ELEVATOR PITCH · CARD 1 OF 10 The 90-Second Hallway Pitch S → P (compress fast) THE SITUATION You're at an education expo. A Principal you've never met stops at your booth for 90 seconds between sessions. WHAT THEY SAY “So what exactly does Eduvate do? I have two minutes.” BUILD YOUR SPIN SEQUENCE S What questions uncover their current setup? P What problem can you help them see for themselves? I N COACH'S NOTE: Practice naming the 4 tracks in one breath, then pivot to ONE probing question — don't pitch all four.
ELEVATOR PITCH · CARD 2 OF 10 The Skeptical Parent at a School Fair P → I THE SITUATION A parent browsing your stall has heard “curriculum company” pitches before and looks unconvinced. WHAT THEY SAY “Every vendor says they have the 'best curriculum.' Why are you different?” BUILD YOUR SPIN SEQUENCE S P What problem can you help them see for themselves? I What's the cost of leaving it unsolved? N COACH'S NOTE: Use this to practice surfacing a Problem the parent already feels (e.g., child can read but can't comprehend) before claiming a USP.
ELEVATOR PITCH · CARD 3 OF 10 The Cold LinkedIn-to-Call Opener S THE SITUATION You got 5 minutes on a call with an Academic Head who accepted your connection request but knows nothing about Eduvate. WHAT THEY SAY “I got your message. Go ahead, what's this about?” BUILD YOUR SPIN SEQUENCE S What questions uncover their current setup? P I N COACH'S NOTE: Practice 2-3 sharp Situation questions about their current curriculum vendor before introducing Eduvate at all.
ELEVATOR PITCH · CARD 4 OF 10 The Trustee's Drive-By Question I → N THE SITUATION You're presenting ERP to a Principal when the School Trustee walks in mid-meeting and asks a blunt question. WHAT THEY SAY “In one line — why should we even consider switching curriculum providers?” BUILD YOUR SPIN SEQUENCE S P I What's the cost of leaving it unsolved? N What would solving it be worth to them — before you pitch? COACH'S NOTE: Time-boxed: practice landing the Implication and Need-payoff in under 20 seconds without sounding rehearsed.
ELEVATOR PITCH · CARD 5 OF 10 The Referral Warm-Up Call S → P THE SITUATION A Principal from one of your schools refers you to a sister school. You're calling cold but with a name to drop. WHAT THEY SAY “Dr. Mehta mentioned you, but I want to hear it from you — what's the Eduvate story?” BUILD YOUR SPIN SEQUENCE S What questions uncover their current setup? P What problem can you help them see for themselves? I N COACH'S NOTE: Practice using the referral as social proof while still asking Situation questions — don't skip straight to pitching because of the warm intro.
ELEVATOR PITCH · CARD 6 OF 10 The Group Demo Day Welcome S THE SITUATION You're opening a multi-school demo day with 8 Principals in the room, most meeting Eduvate for the first time. WHAT THEY SAY “Before we get into demos — give us the 60-second overview of what Eduvate actually is.” BUILD YOUR SPIN SEQUENCE S What questions uncover their current setup? P I N COACH'S NOTE: Practice a Situation-question-led opening that works for a ROOM (mixed Pre-Primary/Core/CS&R needs), not a 1:1 pitch.
ELEVATOR PITCH · CARD 7 OF 10 The Elevator, Literally S → P THE SITUATION You share an elevator ride (45 seconds) with a school management committee member after a campus visit for an unrelated vendor. WHAT THEY SAY “What brings you to schools these days?” BUILD YOUR SPIN SEQUENCE S What questions uncover their current setup? P What problem can you help them see for themselves? I N COACH'S NOTE: Classic constraint drill: one Situation question + one teaser Problem statement, then exchange a card before the doors open.
ELEVATOR PITCH · CARD 8 OF 10 The Re-Engagement Pitch P → I → N THE SITUATION A school evaluated Eduvate 8 months ago and went quiet. You're re-opening the conversation at a renewal-season event. WHAT THEY SAY “Oh right, Eduvate. We looked at you last year and went with someone else for Core. What's new?” BUILD YOUR SPIN SEQUENCE S P What problem can you help them see for themselves? I What's the cost of leaving it unsolved? N What would solving it be worth to them — before you pitch? COACH'S NOTE: Practice diagnosing what Problem made them choose a competitor, then re-pitching with a track they DIDN'T buy (e.g., CS&R or ERP) instead of re-fighting the old battle.
ELEVATOR PITCH · CARD 9 OF 10 The WhatsApp Voice-Note Pitch S → N THE SITUATION A busy Principal asks you to “just send a voice note” instead of taking a call, since she's traveling. WHAT THEY SAY (Text) “Can't talk now — send me a voice note on what Eduvate offers and I'll listen later.” BUILD YOUR SPIN SEQUENCE S What questions uncover their current setup? P I N What would solving it be worth to them — before you pitch? COACH'S NOTE: Practice a one-way, no-interruption version: pose a rhetorical Situation question, then go straight to a Need-payoff statement since there's no live back-and-forth.
ELEVATOR PITCH · CARD 10 OF 10 The Multi-Brand Confusion Opener S THE SITUATION A Principal mixes up Eduvate with a competitor brand right at the start of the conversation. WHAT THEY SAY “Wait, are you the company that does the tablets, or the workbook people?” BUILD YOUR SPIN SEQUENCE S What questions uncover their current setup? P I N COACH'S NOTE: Practice politely correcting positioning using a Situation question about their current setup, rather than a defensive correction.
TYPE 2 OF 4 CORE (GRADES 1–8) The backbone pitch. Practice weaving books, kits, YCP, and assessment data into a real diagnostic conversation. 10 Situation Cards follow — practice S → P → I → N on each one before checking the coaching note.
CORE (GRADES 1–8) · CARD 1 OF 10 The Textbook-Only School S → P THE SITUATION A mid-size CBSE school currently uses NCERT textbooks with no supplementary kits, lesson plans, or digital resources. WHAT THEY SAY “Our teachers just follow the textbook page by page. Why would we need anything more structured than that?” OFFERING TO WEAVE IN Math Visualise Kit (G1-2) / Sci-Pi Dyscovery Station Kit (G3-8) — position the Mini Kit (Learners Kit) as the low-cost entry point for school not ready for the full combined kit. COACH'S NOTE: Practice Situation questions on current lesson-planning load on teachers, before introducing the YCP and 5E Model. BUILD YOUR SPIN SEQUENCE S What questions uncover their current setup? P What problem can you help them see for themselves? I N
CORE (GRADES 1–8) · CARD 2 OF 10 The Teacher Attrition Problem P → I THE SITUATION An Academic Head mentions in passing that they lose 3-4 subject teachers every year and onboarding new ones is chaotic each April. WHAT THEY SAY “Every year we retrain new teachers from scratch — it's exhausting and our quality dips for a term.” COACH'S NOTE: Practice digging into the Implication: what does a 'dip in quality for a term' cost in parent complaints or attrition to competitor schools? BUILD YOUR SPIN SEQUENCE S P What problem can you help them see for themselves? I What's the cost of leaving it unsolved? N OFFERING TO WEAVE IN Reference the Teacher's Manual (Portion Document + YCP + Lesson Plans + Textbook Answers) as the onboarding shortcut, alongside the relevant grade's kit.
CORE (GRADES 1–8) · CARD 3 OF 10 The Data-Blind Principal P → I → N THE SITUATION A Principal wants to track student performance trends across the year but currently relies only on term-end exam marks. WHAT THEY SAY “We only really know how a child is doing at the end of term. By then it's too late to fix anything.” COACH'S NOTE: Strong CCQ/VBA pitch opportunity — practice building urgency around 'too late to fix' before revealing the assessment framework. BUILD YOUR SPIN SEQUENCE S P What problem can you help them see for themselves? I What's the cost of leaving it unsolved? N What would solving it be worth to them — before you pitch? OFFERING TO WEAVE IN Tie the CCQ (Concept Checking Quiz)
CORE (GRADES 1–8) · CARD 4 OF 10 The Budget-Conscious Trustee N THE SITUATION A Trustee is comparing Eduvate's Core programme cost against a cheaper textbook-only vendor. WHAT THEY SAY “Your competitor is 30% cheaper per child. Convince me the extra cost is worth it.” COACH'S NOTE: Practice building Need-payoff in cost-per-outcome terms (teacher hours saved, assessment data) rather than discounting on price. BUILD YOUR SPIN SEQUENCE S P I N What would solving it be worth to them — before you pitch? OFFERING TO WEAVE IN Use the Mini Kit vs Combined Kit distinction — offer the Learners Kit as a value-tier entry that still includes lesson plans and YCP alignment.
CORE (GRADES 1–8) · CARD 5 OF 10 The Overworked Coordinator I THE SITUATION A Subject Coordinator manually creates lesson plans, PPTs, and worksheets every week for 6 sections across 2 grades. WHAT THEY SAY “I spend my weekends making slides and worksheets. There's no time left to actually mentor my teachers.” COACH'S NOTE: Practice connecting personal Implication (no time to mentor) to a school-wide Implication (teaching quality stagnates). BUILD YOUR SPIN SEQUENCE S P I What's the cost of leaving it unsolved? N OFFERING TO WEAVE IN Highlight Teaching Aids (PPT/Video/Audio per Lesson Plan) bundled with kit activity sheets, freeing the Coordinator from slide-making.
CORE (GRADES 1–8) · CARD 6 OF 10 The Mid-Year Switcher S → N THE SITUATION A school wants to switch curriculum providers mid-year because their current vendor's books arrived late and incomplete. WHAT THEY SAY “Our books for Term 2 still haven't arrived from our current publisher. We can't keep doing this.” COACH'S NOTE: Time-pressured scenario — practice fast Situation diagnosis (which grades, which subjects) then immediate Need-payoff on reliability. BUILD YOUR SPIN SEQUENCE S What questions uncover their current setup? P I N What would solving it be worth to them — before you pitch? OFFERING TO WEAVE IN Mention E-Books and I-Books availability on ERP as a stop-gap if physical books are mid-transition, plus kit components dispatched separately.
CORE (GRADES 1–8) · CARD 7 OF 10 The IDP Curious Coordinator S → P THE SITUATION A Grade 3-5 Coordinator has heard of interdisciplinary learning but their school has never implemented it formally. WHAT THEY SAY “We keep hearing about NEP and interdisciplinary learning, but our teachers don't know where to start.” COACH'S NOTE: Practice Situation questions probing existing NEP-alignment gaps before positioning IDP as the structured answer. BUILD YOUR SPIN SEQUENCE S What questions uncover their current setup? P What problem can you help them see for themselves? I N OFFERING TO WEAVE IN Connect IDP (Interdisciplinary Programme, G3-5) delivery with the Sci-Pi Dyscovery Station kit's cross-subject activities.
CORE (GRADES 1–8) · CARD 8 OF 10 The Multi-Branch Standardisation Ask P→ I THE SITUATION A school group with 4 branches wants consistent academic delivery across all branches, but each branch currently teaches differently. WHAT THEY SAY “Each of our branches does its own thing. Parents compare notes and it's becoming a PR problem.” BUILD YOUR SPIN SEQUENCE S What questions uncover their current setup? P What problem can you help them see for themselves? I What's the cost of leaving it unsolved? N What would solving it be worth to them — before you pitch? OFFERING TO WEAVE IN YCP + Portion Document + standardised kits across branches as the consistency mechanism; mention the Governance Report for cross-branch tracking. COACH'S NOTE: Practice surfacing the reputational Implication (parents comparing branches) as the urgency driver, not just an academic one.
CORE (GRADES 1–8) · CARD 9 OF 10 The Reluctant English Teacher P → I → N THE SITUATION An English HOD is wary of 'one more reading programme' after a previous one failed to show results in comprehension scores. WHAT THEY SAY “We tried a reading initiative two years ago. Kids could read the words but still couldn't answer comprehension questions.” BUILD YOUR SPIN SEQUENCE S P What problem can you help them see for themselves? I What's the cost of leaving it unsolved? N What would solving it be worth to them — before you pitch? OFFERING TO WEAVE IN Reference grade-wise reading book progression (Decodable → Independent Reading → Comprehension Skills → Supplementary Reader) as the structured fix. COACH'S NOTE: Practice distinguishing decoding fluency from comprehension as two separate Problems — don't let the HOD's past failure get lumped in with your pitch.
CORE (GRADES 1–8) · CARD 10 OF 10 The Volume Readiness Skeptic I → N THE SITUATION A school that uses Eduvate already for Grade 1-5 is unsure whether to extend the Core programme to Grades 6-8. WHAT THEY SAY “It's working fine for the younger grades, but Grade 6-8 has its own dynamics. I'm not sure the same model fits.” BUILD YOUR SPIN SEQUENCE S P I What's the cost of leaving it unsolved? N What would solving it be worth to them — before you pitch? OFFERING TO WEAVE IN Differentiate Sci-Pi Dyscovery Station kit usage and Social Science (G6-8 specific) from the younger-grade kit experience. COACH'S NOTE: Upsell-within-account scenario — practice using existing trust (it's 'working fine') as Situation context, then building Need-payoff for the older-grade-specific offering.
TYPE 3 OF 4 PRE-PRIMARY Foundational-stage conversations. Practice translating 'kits' and 'activities' into credible pedagogy, not playtime. 10 Situation Cards follow — practice S → P → I → N on each one before checking the coaching note.
The Rote-Learning Pre-School S → P THE SITUATION A Pre-Primary Coordinator's current approach is heavily worksheet- and rote-based, with little hands-on activity. WHAT THEY SAY “Our children can recite rhymes and write alphabets neatly. Isn't that enough at this age?” BUILD YOUR SPIN SEQUENCE S What questions uncover their current setup? P What problem can you help them see for themselves? I N OFFERING TO WEAVE IN Introduce the Early Explorers Kit (combined Literacy + Numeracy) as the activity-based alternative to worksheet drilling, with QR-linked activity videos. COACH'S NOTE: Practice gently surfacing the gap between rote recall and foundational skill-building (NEP's experiential learning emphasis) without dismissing what they already do. PRE-PRIMARY · CARD 1 OF 10
The Phonics-Confused Teacher P → I THE SITUATION A Nursery teacher has never used a structured phonics system and currently teaches alphabet names, not sounds. WHAT THEY SAY “We teach the alphabet song and write the letters. Phonics sounds complicated to actually teach.” BUILD YOUR SPIN SEQUENCE S P What problem can you help them see for themselves? I What's the cost of leaving it unsolved? N OFFERING TO WEAVE IN Tie DI Books (Decodable Independent Books) to the phonics training programme, showing it's teacher-guided, not teacher-designed. COACH'S NOTE: Practice Implication-building around what happens later (Grade 1-2 reading struggles) if phonics foundations are skipped now. PRE-PRIMARY · CARD 2 OF 10
The Anxious First-Time Pre-School Owner S → N THE SITUATION A newly opened independent pre-school owner has no curriculum partner yet and is assembling things ad hoc from the internet. WHAT THEY SAY “Right now I'm just pulling worksheets off Pinterest and YouTube. I know that's not sustainable.” BUILD YOUR SPIN SEQUENCE S What questions uncover their current setup? P I N What would solving it be worth to them — before you pitch? OFFERING TO WEAVE IN Position the full Early Explorers Kit + Micro Plan + Lesson Plans (5E Model, 30-min periods) as a turnkey replacement for ad hoc sourcing. COACH'S NOTE: Practice a founder-friendly tone: she already admits the Problem, so move efficiently from Situation to Need-payoff without belaboring the Problem stage. PRE-PRIMARY · CARD 3 OF 10
The Parent Who Wants 'Academics Early' P → I → N THE SITUATION A pushy parent group is pressuring the Pre-Primary Head to introduce more 'serious academics' for K1-K2. WHAT THEY SAY “Parents want their K1 kids doing real reading and writing, not just play. How do we balance that?” BUILD YOUR SPIN SEQUENCE S P What problem can you help them see for themselves? I What's the cost of leaving it unsolved? N What would solving it be worth to them — before you pitch? OFFERING TO WEAVE IN Use the Reading Modules (Grade K2) and structured Numeracy books to show 'play-way' and 'academic rigor' aren't opposites. COACH'S NOTE: Practice reframing the Problem (parent pressure) into a Need-payoff that satisfies both the school's pedagogy stance and parent optics. PRE-PRIMARY · CARD 4 OF 10
The Public Speaking Skeptic S → P THE SITUATION A Pre-Primary Coordinator doesn't see why 3-4 year olds need a formal Public Speaking period. WHAT THEY SAY “They're toddlers. Isn't 'public speaking' a bit much for Nursery?” BUILD YOUR SPIN SEQUENCE S What questions uncover their current setup? P What problem can you help them see for themselves? I N OFFERING TO WEAVE IN No kit needed here — focus instead on the 1-period/week structure from Nursery and its link to the Core G1-8 Public Speaking continuity. COACH'S NOTE: Practice Situation questions about current confidence-building or speaking activities before reframing 'public speaking' as age-appropriate expression-building. PRE-PRIMARY · CARD 5 OF 10
The Multi-Lingual Classroom Challenge P → I THE SITUATION A Pre-Primary teacher manages a classroom where children speak 3-4 different home languages and English fluency varies widely. WHAT THEY SAY “Half my class barely speaks English at home. Standard activities don't work for everyone.” BUILD YOUR SPIN SEQUENCE S P What problem can you help them see for themselves? I What's the cost of leaving it unsolved? N OFFERING TO WEAVE IN Highlight the Multisensory/Visual-Auditory-Kinesthetic approach embedded in the Early Explorers Kit as language-level-agnostic. COACH'S NOTE: Practice Implication-building: what's the cost of a one-size-fits-all approach in a linguistically mixed classroom, both academically and for teacher stress? PRE-PRIMARY · CARD 6 OF 10
The Story-Time Is 'Just Filler' School S → P → I THE SITUATION A school currently treats storytelling and rhymes periods as unstructured filler time before lunch or dismissal. WHAT THEY SAY “Story time is just to keep them calm before pickup, honestly. It's not 'teaching' time.” BUILD YOUR SPIN SEQUENCE S What questions uncover their current setup? P What problem can you help them see for themselves? I What's the cost of leaving it unsolved? N OFFERING TO WEAVE IN Connect Picture Books and Rhyme Books (1/year) with their dedicated weekly period allocation and lesson-plan alignment. COACH'S NOTE: Practice converting a low-stakes admission ('it's just filler') into a structured Problem statement about lost instructional time. PRE-PRIMARY · CARD 7 OF 10
The Kit-Wary Budget Holder N THE SITUATION A Trustee is hesitant about kit costs for Pre-Primary, viewing kits as 'toys' rather than curriculum tools. WHAT THEY SAY “Kits feel like an extra toy expense. Our existing books should be enough, no?” BUILD YOUR SPIN SEQUENCE S P I N What would solving it be worth to them — before you pitch? OFFERING TO WEAVE IN Reframe the Early Explorers Kit using its Instruction Manual, Activity List, and YCP alignment — it's a teaching tool with built-in lesson plans, not a toy. COACH'S NOTE: Practice a Need-payoff pitch that translates 'kit' into 'reduced teacher prep + guaranteed activity-based delivery' rather than defending the word 'kit' itself. PRE-PRIMARY · CARD 8 OF 10
The K2-to-Grade-1 Transition Worry P → I → N THE SITUATION Parents and the Pre-Primary Head are worried that children aren't 'ready' for the jump to Grade 1 academics. WHAT THEY SAY “Every year a few kids struggle in the first term of Grade 1. The jump feels too sudden.” BUILD YOUR SPIN SEQUENCE S P What problem can you help them see for themselves? I What's the cost of leaving it unsolved? N What would solving it be worth to them — before you pitch? OFFERING TO WEAVE IN Use the DI Books progression (K1 Term 2 through Grade 1) as the bridging mechanism, continuous with the Core reading strategy table. COACH'S NOTE: Strong cross-sell into Core — practice linking this Pre-Primary Problem directly to the Core G1-8 reading book progression as the Need-payoff. PRE-PRIMARY · CARD 9 OF 10
The Hindi-Medium Add-On Request N THE SITUATION A school running Eduvate's English-medium Pre-Primary programme is now asking about adding structured Hindi instruction. WHAT THEY SAY “Our English program is working well. Can you do something similar for Hindi from Nursery?” BUILD YOUR SPIN SEQUENCE S P I N What would solving it be worth to them — before you pitch? OFFERING TO WEAVE IN No dedicated Hindi kit exists yet at Pre-Primary — use this to practice honest scoping rather than overpromising, while still proposing a Need-payoff path. COACH'S NOTE: Good integrity-check scenario: practice giving an honest, confident answer about what's available now vs. what can be explored, without losing the sale's momentum. PRE-PRIMARY · CARD 10 OF 10
TYPE 4 OF 4 CS&R Hardware, training, and credibility objections. Practice de-risking CS&R before pitching the Edrobovate Kit. 10 Situation Cards follow — practice S → P → I → N on each one before checking the coaching note.
The 'We Already Have a Computer Lab' School S → P THE SITUATION A Principal believes that since they already teach 'computer class' informally, they don't need a separate CS&R subject. WHAT THEY SAY “We already teach typing and MS Office in computer class. Why do we need a whole new CS&R programme?” BUILD YOUR SPIN SEQUENCE S What questions uncover their current setup? P What problem can you help them see for themselves? I N OFFERING TO WEAVE IN Introduce the Edrobovate Kit (Mini Kit option available) to show the gap between typing/MS Office and computational thinking + robotics. COACH'S NOTE: Practice Situation questions to map their current 'computer class' content before contrasting it with structured CS&R curriculum (coding + robotics). CS&R · CARD 1 OF 10
The 'We Already Have a Computer Lab' School P → N THE SITUATION A Trustee worries that CS&R will require expensive lab upgrades they can't currently afford. WHAT THEY SAY “If we sign up for CS&R, are you going to tell us we need to rebuild our entire computer lab?” BUILD YOUR SPIN SEQUENCE S P What problem can you help them see for themselves? I N What would solving it be worth to them — before you pitch? OFFERING TO WEAVE IN Position the Edrobovate Kit as a lower hardware-footprint entry option, paired with the Lab Check process to right-size requirements rather than over-prescribe. COACH'S NOTE: Practice de-escalating a cost-fear Problem by walking through the actual Lab Check process (computers, connectivity, projector/TV) before any Need-payoff claim. CS&R · CARD 2 OF 10
The 'No Qualified CS Teachers' School P → I → N THE SITUATION A school wants to start CS&R but has no teachers trained in coding or robotics. WHAT THEY SAY “None of our teachers know how to code or handle robotics kits. Where do we even start?” BUILD YOUR SPIN SEQUENCE S P What problem can you help them see for themselves? I What's the cost of leaving it unsolved? N What would solving it be worth to them — before you pitch? OFFERING TO WEAVE IN Emphasize that CS&R Training is delivered by a Central CS&R Trainer team (not the AM), so the school doesn't need pre-existing teacher expertise. COACH'S NOTE: Strong differentiator scenario — practice building Implication around teacher-skill risk, then relieving it with the Central Training Need-payoff. CS&R · CARD 3 OF 10
The Robofest-Curious Principal I → N THE SITUATION A Principal has heard rival schools bragging about robotics competition wins and wants similar visibility for their school. WHAT THEY SAY “The school down the road keeps winning robotics competitions. Parents keep asking why we don't have that.” BUILD YOUR SPIN SEQUENCE S P I What's the cost of leaving it unsolved? N What would solving it be worth to them — before you pitch? OFFERING TO WEAVE IN Connect Edrobovate Kit hands-on practice directly to Robofest and Nicola Tesla competition entry as the visible outcome. COACH'S NOTE: Competitive-pressure scenario — practice translating peer envy into an Implication (parent attrition risk) before pitching the competition pathway as Need-payoff. CS&R · CARD 4 OF 10
The One-Off Robotics Workshop School S → P → I THE SITUATION A school previously ran a single robotics workshop with an external vendor as a one-time event, not an ongoing subject. WHAT THEY SAY “We did a robotics workshop once, the kids loved it, but it was a one-day thing. We never followed up.” BUILD YOUR SPIN SEQUENCE S What questions uncover their current setup? P What problem can you help them see for themselves? I What's the cost of leaving it unsolved? N OFFERING TO WEAVE IN Contrast the one-off workshop with the Grade 1-9 period allocation (3 periods/week) and YCP-aligned Edrobovate curriculum continuity. COACH'S NOTE: Practice Situation-to-Problem transition: surface what was lost by not continuing (skill decay, no certification, no progression) from an admitted positive experience. CS&R · CARD 5 OF 10
The Software Compatibility Doubter S THE SITUATION An IT in-charge is worried that CS&R software won't work with their school's existing outdated computer systems. WHAT THEY SAY “Our computers are a few years old. I doubt your software and ERP will even run properly on them.” BUILD YOUR SPIN SEQUENCE S What questions uncover their current setup? P What problem can you help them see for themselves? I What's the cost of leaving it unsolved? N What would solving it be worth to them — before you pitch? OFFERING TO WEAVE IN Reference the Software Requirements check (OS version, ERP credentials, Edrobovate firmware tested pre-KTCT) as the verification process before commitment. COACH'S NOTE: Technical objection-handling drill — practice Situation questions to get specifics (exact specs, OS versions) rather than reassuring without information. CS&R · CARD 6 OF 10
The Grade-9 Continuity Question N THE SITUATION A Parent-Teacher Association is asking the school to provide students with certifications that look good on college/competition applications. WHAT THEY SAY “Grade 9 is when board pressure starts. Will CS&R just become one more burden on their schedule?” BUILD YOUR SPIN SEQUENCE S P I N What would solving it be worth to them — before you pitch? OFFERING TO WEAVE IN Highlight that both students AND teachers receive certificates for CS&R Training completion — a dual credibility point. COACH'S NOTE: Practice a clean Need-payoff delivery: this is a direct-fit scenario where the ask matches an existing Eduvate feature almost exactly — don't overcomplicate it. CS&R · CARD 7 OF 10
The Grade-9 Continuity Question P → I → N THE SITUATION A school currently runs CS&R only up to Grade 8 and is unsure whether to extend it to Grade 9 given board exam pressures. WHAT THEY SAY “Grade 9 is when board pressure starts. Will CS&R just become one more burden on their schedule?” BUILD YOUR SPIN SEQUENCE S P What problem can you help them see for themselves? I What's the cost of leaving it unsolved? N What would solving it be worth to them — before you pitch? OFFERING TO WEAVE IN Clarify Edrobovate Kit and curriculum scaling into Grade 9 without conflicting with academic load, using the period allocation structure. COACH'S NOTE: Practice handling a 'will this be a burden' Problem by reframing computational thinking skills as exam-relevant, not competing with exam prep. CS&R · CARD 8 OF 10
The Vendor-Burned School S → P THE SITUATION A school previously partnered with a different robotics vendor whose kits arrived damaged or incomplete, souring them on the category. WHAT THEY SAY “We tried a robotics kit vendor before. Half the kit pieces were missing or broken within a month.” BUILD YOUR SPIN SEQUENCE S What questions uncover their current setup? P What problem can you help them see for themselves? I N OFFERING TO WEAVE IN Address kit quality/durability directly and mention the dedicated Edrobovate kit storage and lab-space verification step in the hardware checklist. COACH'S NOTE: Trust-recovery scenario — practice Situation questions to fully understand what went wrong with the previous vendor before any Eduvate claims, to avoid sounding like 'just another vendor. CS&R · CARD 9 OF 10
The ERP-Skeptical CS Lab In-Charge P → I THE SITUATION The CS Lab In-charge doesn't see why CS&R resources need to be tied to the ERP rather than handled independently in the lab. WHAT THEY SAY “Why do I need ERP for this? I can just run the robotics sessions independently in the lab.” BUILD YOUR SPIN SEQUENCE S P What problem can you help them see for themselves? I What's the cost of leaving it unsolved? N OFFERING TO WEAVE IN Connect CS&R on ERP (lesson plans, assessments, resources all centralized) with reduced duplicate record-keeping for the Lab In-charge. COACH'S NOTE: Practice surfacing the Implication of disconnected record-keeping (no CCQ data, no progress visibility for Principal) as the cost of going 'independent.' CS&R · CARD 10 OF 10
Practice Makes the Pitch Natural The goal isn't to memorise a script — it's to internalise the SPIN sequence so it sounds like a real conversation, every time. Eduvate | L&D Team | AY 2027-28