[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"skill:01M71891F8AXZ49F1Y05WFH5YB":3,"skill-same:01M71891F8AXZ49F1Y05WFH5YB":70},{"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":39,"linkOnly":40,"markdownContent":41,"markdownBody":42,"frontMatter":43,"refName":47,"commitSha":48,"skillDirectory":49,"forksCount":50,"repositoryHtmlUrl":51,"repositoryHomepageUrl":6,"ownerHtmlUrl":52,"ownerBlogUrl":53,"ownerDescription":54,"updatedAt":55,"install":56,"resources":69},"01M71891F8AXZ49F1Y05WFH5YB","primary-education-cost-estimate-quotes",null,"Build transparent, defensible cost estimates and quotes as a primary school teacher.\nTRIGGERS - Use when a primary school teacher needs a cost estimates & quotes for primary-aged pupils and their parents in a primary school classroom.","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\u002Fprimary-education-cost-estimate-quotes\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],"quotes","primary education cost estimate quotes","cost","estimate","cost estimate","education","as","for","triggers","use","when","teacher","school","build","classroom","2026-11-10 10:12:30",false,"---\nname: primary-education-cost-estimate-quotes\ndescription: |\n  Build transparent, defensible cost estimates and quotes as a primary school teacher.\n  TRIGGERS - Use when a primary school teacher needs a cost estimates & quotes for primary-aged pupils and their parents in a primary school classroom.\ncategory: Primary Education\nlicense: MIT\nversion: 1.0\n---\n# Cost Estimates & Quotes — Primary Education\n\nBuild transparent, defensible cost estimates and quotes as a primary school teacher. The deliverable is an itemised estimate with assumptions, exclusions and validity terms.\nThis skill is written for a primary school teacher working with primary-aged pupils and their parents in a primary school classroom.\n\n## When to use\n- You are a primary school teacher preparing, delivering or reviewing this part of your work in a primary school classroom.\n- You need a defensible, repeatable approach that produces an itemised estimate with assumptions, exclusions and validity terms.\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| Formative assessment | ongoing checks that shape teaching |\n| Phonics | teaching reading through letter sounds |\n| Differentiation | adapting teaching for different abilities |\n\n## Workflow\n1. **Step 1** - Scope the work precisely from the assessment and lesson plans; list what is included and excluded\n2. **Step 2** - Cost each element: professional time, interactive whiteboards usage, materials, travel and third-party fees\n3. **Step 3** - Add contingency proportionate to uncertainty — and say so openly rather than burying it, which protects against safeguarding disclosures mishandled\n4. **Step 4** - Present the quote with options where genuine choices exist, and relate value to outcomes such as pupil progress measures\n5. **Step 5** - Record acceptance, variations and final costs against the estimate so future quotes get more accurate\n\n## Profession-Specific Components\n| Component | Details for Primary Education |\n|-----------|-------------------------------|\n| Core documentation | lesson plans; assessment records; progress reports; behaviour logs |\n| Core tools & equipment | interactive whiteboards; reading schemes; assessment trackers; parent communication apps |\n| People involved | primary-aged pupils and their parents; the primary school teacher; colleagues and other services in a primary school classroom |\n| Primary record | lesson plans — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in a primary school classroom] | **Objective:** [What this must achieve] | **Audience:** [primary-aged pupils and their parents and other stakeholders]\n\nThe finished output is an itemised estimate with assumptions, exclusions and validity terms, 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 pupil progress measures.\n3. **Medium-term:** Review results, close actions, and update local procedures in a primary school classroom.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| pupil progress measures | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| assessment accuracy | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| parent meeting attendance | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| lesson observation grades | 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: safeguarding disclosures mishandled.\n- Never let this happen: gaps in progress unaddressed.\n- Never let this happen: workload overload.\n- Work only within the competence and authority of a primary school teacher; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to a primary school classroom'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 primary school teacher in a primary school classroom applies this workflow for primary-aged pupils and their parents: they open\nlesson plans, work through the five steps using interactive whiteboards, and close by recording\nthe outcome against pupil progress measures and agreeing the next review date. (Illustrative example only —\nreplace with the real details of the case in hand.)\n","# Cost Estimates & Quotes — Primary Education\n\nBuild transparent, defensible cost estimates and quotes as a primary school teacher. The deliverable is an itemised estimate with assumptions, exclusions and validity terms.\nThis skill is written for a primary school teacher working with primary-aged pupils and their parents in a primary school classroom.\n\n## When to use\n- You are a primary school teacher preparing, delivering or reviewing this part of your work in a primary school classroom.\n- You need a defensible, repeatable approach that produces an itemised estimate with assumptions, exclusions and validity terms.\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| Formative assessment | ongoing checks that shape teaching |\n| Phonics | teaching reading through letter sounds |\n| Differentiation | adapting teaching for different abilities |\n\n## Workflow\n1. **Step 1** - Scope the work precisely from the assessment and lesson plans; list what is included and excluded\n2. **Step 2** - Cost each element: professional time, interactive whiteboards usage, materials, travel and third-party fees\n3. **Step 3** - Add contingency proportionate to uncertainty — and say so openly rather than burying it, which protects against safeguarding disclosures mishandled\n4. **Step 4** - Present the quote with options where genuine choices exist, and relate value to outcomes such as pupil progress measures\n5. **Step 5** - Record acceptance, variations and final costs against the estimate so future quotes get more accurate\n\n## Profession-Specific Components\n| Component | Details for Primary Education |\n|-----------|-------------------------------|\n| Core documentation | lesson plans; assessment records; progress reports; behaviour logs |\n| Core tools & equipment | interactive whiteboards; reading schemes; assessment trackers; parent communication apps |\n| People involved | primary-aged pupils and their parents; the primary school teacher; colleagues and other services in a primary school classroom |\n| Primary record | lesson plans — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in a primary school classroom] | **Objective:** [What this must achieve] | **Audience:** [primary-aged pupils and their parents and other stakeholders]\n\nThe finished output is an itemised estimate with assumptions, exclusions and validity terms, 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 pupil progress measures.\n3. **Medium-term:** Review results, close actions, and update local procedures in a primary school classroom.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| pupil progress measures | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| assessment accuracy | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| parent meeting attendance | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| lesson observation grades | 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: safeguarding disclosures mishandled.\n- Never let this happen: gaps in progress unaddressed.\n- Never let this happen: workload overload.\n- Work only within the competence and authority of a primary school teacher; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to a primary school classroom'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 primary school teacher in a primary school classroom applies this workflow for primary-aged pupils and their parents: they open\nlesson plans, work through the five steps using interactive whiteboards, and close by recording\nthe outcome against pupil progress measures 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":44,"category":45,"description":46},1,"Primary Education","Build transparent, defensible cost estimates and quotes as a primary school teacher.\nTRIGGERS - Use when a primary school teacher needs a cost estimates & quotes for primary-aged pupils and their parents in a primary school classroom.\n","main","c605eae5729892d78c0b76dfdd58d3533bb26a91","skills\u002Fprimary-education-cost-estimate-quotes",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 troubleshooting & problem solving 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-troubleshooting-guide\u002FSKILL.md",[],[78,79,80,81,82,83,31,84,85,86,34,87,33,88,32,89,90,91],"youth work troubleshooting guide","work","troubleshooting","troubleshooting guide","guide","problem solving","outreach","settings","common","people","worker","diagnose","problem","communities",{"skillNo":93,"name":94,"nameZh":6,"description":95,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":96,"categories":97,"keywords":98,"publishedAt":39},"01M71E7R3YHK4RAQVCRPB4CTXN","youth-work-tools-equipment-checklist","Select, check and maintain the tools and equipment a youth worker relies on.\nTRIGGERS - Use when a youth worker needs a tools & equipment checklist 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-tools-equipment-checklist\u002FSKILL.md",[],[99,79,100,101,34,87,33,102,88,32,103,31,91,104,84,85],"youth work tools equipment checklist","checklist","Tools","maintain","select","check",{"skillNo":106,"name":107,"nameZh":6,"description":108,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":109,"categories":110,"keywords":111,"publishedAt":39},"01M71E7NX1BMFEFBH01KCRJDEP","youth-work-supplies-procurement","Specify, source and manage the supplies and materials used in youth centres, schools and outreach settings.\nTRIGGERS - Use when a youth worker needs a supplies & procurement 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-supplies-procurement\u002FSKILL.md",[],[112,113,79,114,115,84,85,87,33,88,32,116,117,31,91,34],"procurement","youth work supplies procurement","materials","source","specify","manage",{"skillNo":119,"name":120,"nameZh":6,"description":121,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":122,"categories":123,"keywords":129,"publishedAt":39},"01M71E7JVFP6P96GAT2VT9JY0D","youth-work-stakeholder-presentation","Present youth worker findings and proposals to decision-makers and stakeholders.\nTRIGGERS - Use when a youth worker needs a stakeholder presentation 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-stakeholder-presentation\u002FSKILL.md",[124],{"categoryNo":125,"categoryName":126,"taxonomyType":127,"taxonomyTypeDesc":128},"01JBSEEDCAT000000000000003","演示文稿","SCENARIO","使用场景",[130,79,131,132,31,133,91,32,134,84,85,34,87,33,88],"youth work stakeholder presentation","presentation","decision","proposals","present",{"skillNo":136,"name":137,"nameZh":6,"description":138,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":139,"categories":140,"keywords":141,"publishedAt":39},"01M71E7GE5VA1RG4XEM2GAZRFY","youth-work-session-delivery","Prepare for and deliver a professional session or appointment for young people and their communities in youth centres, schools and outreach settings.\nTRIGGERS - 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",[],[142,143,144,79,145,85,82,146,84,34,87,33,88,32,31,147,148,91],"delivery","work session","session","youth work session delivery","prepare","professional","deliver",{"skillNo":150,"name":151,"nameZh":6,"description":152,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":153,"categories":154,"keywords":158,"publishedAt":39},"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",[155],{"categoryNo":156,"categoryName":157,"taxonomyType":127,"taxonomyTypeDesc":128},"01JBSEEDCAT000000000000015","视觉设计",[79,159,160,161,31,32,88,162,30,91,85,84,87,33,34],"service","plan","youth work service plan","design"]