[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"skill:01M715EAVJ969FAT258WA59AR9":3,"skill-same:01M715EAVJ969FAT258WA59AR9":72},{"skillNo":4,"name":5,"nameZh":6,"description":7,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":16,"categories":17,"keywords":23,"publishedAt":41,"linkOnly":42,"markdownContent":43,"markdownBody":44,"frontMatter":45,"refName":49,"commitSha":50,"skillDirectory":51,"forksCount":52,"repositoryHtmlUrl":53,"repositoryHomepageUrl":6,"ownerHtmlUrl":54,"ownerBlogUrl":55,"ownerDescription":56,"updatedAt":57,"install":58,"resources":71},"01M715EAVJ969FAT258WA59AR9","music-education-progress-review",null,"Review progress for music students of all ages and their parents against their plan and adjust it with evidence.\nTRIGGERS - Use when a music teacher needs a progress review & adjustment for music students of all ages and their parents in music services, schools and private studios.","lionelsimai\u002Fclaude-skills-collection","lionelsimai","https:\u002F\u002Favatars.githubusercontent.com\u002Fu\u002F260158848?v=4","01M6CHZPS8G9TSB113TT0BBM6E","Lionel ","01M6CHZPXGW2SPE3BHQTGJ0S8J",38,"MIT","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fmusic-education-progress-review\u002FSKILL.md",[18],{"categoryNo":19,"categoryName":20,"taxonomyType":21,"taxonomyTypeDesc":22},"01JBSEEDCAT000000000000039","教师与教育","PROFESSION","适用职业",[24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39,40],"review","progress","music","education","music education progress review","it","students","services","plan","with","teacher","when","use","adjust","triggers","for","evidence","2026-11-10 10:12:30",false,"---\nname: music-education-progress-review\ndescription: |\n  Review progress for music students of all ages and their parents against their plan and adjust it with evidence.\n  TRIGGERS - Use when a music teacher needs a progress review & adjustment for music students of all ages and their parents in music services, schools and private studios.\ncategory: Music Education\nlicense: MIT\nversion: 1.0\n---\n# Progress Review & Adjustment — Music Education\n\nReview progress for music students of all ages and their parents against their plan and adjust it with evidence. The deliverable is a progress review summary with decisions and an updated plan.\nThis skill is written for a music teacher working with music students of all ages and their parents in music services, schools and private studios.\n\n## When to use\n- You are a music teacher preparing, delivering or reviewing this part of your work in music services, schools and private studios.\n- You need a defensible, repeatable approach that produces a progress review summary with decisions and an updated plan.\n- A colleague, auditor or client asks how this was done and what evidence supports it.\n\n## Key Concepts\n| Term | Meaning |\n|------|---------|\n| Sight-reading | playing music at first sight without rehearsal |\n| Ensemble | a group of musicians performing together |\n| Graded exams | staged practical examinations in instrumental performance |\n\n## Workflow\n1. **Step 1** - Pull together lesson plans and the latest results for examination results since the last review\n2. **Step 2** - Compare actual progress with the plan's goals and timelines; identify what moved, what stalled and why\n3. **Step 3** - Discuss the evidence with music students of all ages and their parents honestly, including where the original plan no longer fits\n4. **Step 4** - Agree adjustments: continue, intensify, change approach or close — and record the reasoning\n5. **Step 5** - Update the plan and review date, and communicate changes to everyone involved in music services, schools and private studios\n\n## Profession-Specific Components\n| Component | Details for Music Education |\n|-----------|-------------------------------|\n| Core documentation | lesson plans; practice records; examination entries; ensemble registers |\n| Core tools & equipment | instruments; music software; examination board portals; recording equipment |\n| People involved | music students of all ages and their parents; the music teacher; colleagues and other services in music services, schools and private studios |\n| Primary record | lesson plans — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in music services, schools and private studios] | **Objective:** [What this must achieve] | **Audience:** [music students of all ages and their parents and other stakeholders]\n\nThe finished output is a progress review summary with decisions and an updated plan, structured as:\n1. Summary of position and evidence\n2. Detail, following the workflow above\n3. Decisions, actions, owners and dates\n4. Review point and escalation route\n\n### Action Plan\n1. **Immediate:** Confirm scope, consent and the evidence available in lesson plans.\n2. **Short-term:** Complete the workflow steps and record outcomes against examination results.\n3. **Medium-term:** Review results, close actions, and update local procedures in music services, schools and private studios.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| examination results | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| lesson attendance | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| ensemble participation | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| student retention | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: hearing damage from loud practice.\n- Never let this happen: exam entry errors.\n- Never let this happen: safeguarding at one-to-one lessons.\n- Work only within the competence and authority of a music teacher; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to music services, schools and private studios's rules.\n- Verify names, dates, figures and measurements twice before anything is issued or signed off.\n- Use only real, verified information from the case in hand — never invent results, credentials or evidence.\n\n## Example (illustrative)\nA music teacher in music services, schools and private studios applies this workflow for music students of all ages and their parents: they open\nlesson plans, work through the five steps using instruments, and close by recording\nthe outcome against examination results and agreeing the next review date. (Illustrative example only —\nreplace with the real details of the case in hand.)\n","# Progress Review & Adjustment — Music Education\n\nReview progress for music students of all ages and their parents against their plan and adjust it with evidence. The deliverable is a progress review summary with decisions and an updated plan.\nThis skill is written for a music teacher working with music students of all ages and their parents in music services, schools and private studios.\n\n## When to use\n- You are a music teacher preparing, delivering or reviewing this part of your work in music services, schools and private studios.\n- You need a defensible, repeatable approach that produces a progress review summary with decisions and an updated plan.\n- A colleague, auditor or client asks how this was done and what evidence supports it.\n\n## Key Concepts\n| Term | Meaning |\n|------|---------|\n| Sight-reading | playing music at first sight without rehearsal |\n| Ensemble | a group of musicians performing together |\n| Graded exams | staged practical examinations in instrumental performance |\n\n## Workflow\n1. **Step 1** - Pull together lesson plans and the latest results for examination results since the last review\n2. **Step 2** - Compare actual progress with the plan's goals and timelines; identify what moved, what stalled and why\n3. **Step 3** - Discuss the evidence with music students of all ages and their parents honestly, including where the original plan no longer fits\n4. **Step 4** - Agree adjustments: continue, intensify, change approach or close — and record the reasoning\n5. **Step 5** - Update the plan and review date, and communicate changes to everyone involved in music services, schools and private studios\n\n## Profession-Specific Components\n| Component | Details for Music Education |\n|-----------|-------------------------------|\n| Core documentation | lesson plans; practice records; examination entries; ensemble registers |\n| Core tools & equipment | instruments; music software; examination board portals; recording equipment |\n| People involved | music students of all ages and their parents; the music teacher; colleagues and other services in music services, schools and private studios |\n| Primary record | lesson plans — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in music services, schools and private studios] | **Objective:** [What this must achieve] | **Audience:** [music students of all ages and their parents and other stakeholders]\n\nThe finished output is a progress review summary with decisions and an updated plan, structured as:\n1. Summary of position and evidence\n2. Detail, following the workflow above\n3. Decisions, actions, owners and dates\n4. Review point and escalation route\n\n### Action Plan\n1. **Immediate:** Confirm scope, consent and the evidence available in lesson plans.\n2. **Short-term:** Complete the workflow steps and record outcomes against examination results.\n3. **Medium-term:** Review results, close actions, and update local procedures in music services, schools and private studios.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| examination results | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| lesson attendance | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| ensemble participation | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| student retention | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: hearing damage from loud practice.\n- Never let this happen: exam entry errors.\n- Never let this happen: safeguarding at one-to-one lessons.\n- Work only within the competence and authority of a music teacher; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to music services, schools and private studios's rules.\n- Verify names, dates, figures and measurements twice before anything is issued or signed off.\n- Use only real, verified information from the case in hand — never invent results, credentials or evidence.\n\n## Example (illustrative)\nA music teacher in music services, schools and private studios applies this workflow for music students of all ages and their parents: they open\nlesson plans, work through the five steps using instruments, and close by recording\nthe outcome against examination results and agreeing the next review date. (Illustrative example only —\nreplace with the real details of the case in hand.)\n",{"name":5,"license":15,"version":46,"category":47,"description":48},1,"Music Education","Review progress for music students of all ages and their parents against their plan and adjust it with evidence.\nTRIGGERS - Use when a music teacher needs a progress review & adjustment for music students of all ages and their parents in music services, schools and private studios.\n","main","c605eae5729892d78c0b76dfdd58d3533bb26a91","skills\u002Fmusic-education-progress-review",5,"https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection","https:\u002F\u002Fgithub.com\u002Flionelsimai","www.theaicapitol.com","Founder at The AI Capitol | I help founders turn AI into 10X revenue through systems, not tools. 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Use when a youth worker needs a session delivery guide for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-session-delivery\u002FSKILL.md",[],[144,145,146,81,147,87,84,148,86,35,89,36,90,38,39,149,150,93],"delivery","work session","session","youth work session delivery","prepare","professional","deliver",{"skillNo":152,"name":153,"nameZh":6,"description":154,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":155,"categories":156,"keywords":160,"publishedAt":41},"01M71E7DQSMY2ZW1BF3A1Z0VJM","youth-work-service-plan","Design a realistic, measurable service plan for young people and their communities as a youth worker.\nTRIGGERS - Use when a youth worker needs a service plan design for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-service-plan\u002FSKILL.md",[157],{"categoryNo":158,"categoryName":159,"taxonomyType":129,"taxonomyTypeDesc":130},"01JBSEEDCAT000000000000015","视觉设计",[81,161,32,162,39,38,90,163,164,93,87,86,89,36,35],"service","youth work service plan","design","as"]