[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"skill:01M718AT22MWHDBFAHFEJS1N7X":3,"skill-same:01M718AT22MWHDBFAHFEJS1N7X":73},{"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":28,"publishedAt":42,"linkOnly":43,"markdownContent":44,"markdownBody":45,"frontMatter":46,"refName":50,"commitSha":51,"skillDirectory":52,"forksCount":53,"repositoryHtmlUrl":54,"repositoryHomepageUrl":6,"ownerHtmlUrl":55,"ownerBlogUrl":56,"ownerDescription":57,"updatedAt":58,"install":59,"resources":72},"01M718AT22MWHDBFAHFEJS1N7X","primary-education-stakeholder-presentation",null,"Present primary school teacher findings and proposals to decision-makers and stakeholders.\nTRIGGERS - Use when a primary school teacher needs a stakeholder presentation 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-stakeholder-presentation\u002FSKILL.md",[18,23],{"categoryNo":19,"categoryName":20,"taxonomyType":21,"taxonomyTypeDesc":22},"01JBSEEDCAT000000000000003","演示文稿","SCENARIO","使用场景",{"categoryNo":24,"categoryName":25,"taxonomyType":26,"taxonomyTypeDesc":27},"01JBSEEDCAT000000000000039","教师与教育","PROFESSION","适用职业",[29,30,31,32,33,34,35,36,37,38,39,40,41],"primary education stakeholder presentation","education","presentation","proposals","for","decision","triggers","use","present","when","classroom","teacher","school","2026-11-10 10:12:30",false,"---\nname: primary-education-stakeholder-presentation\ndescription: |\n  Present primary school teacher findings and proposals to decision-makers and stakeholders.\n  TRIGGERS - Use when a primary school teacher needs a stakeholder presentation for primary-aged pupils and their parents in a primary school classroom.\ncategory: Primary Education\nlicense: MIT\nversion: 1.0\n---\n# Stakeholder Presentation — Primary Education\n\nPresent primary school teacher findings and proposals to decision-makers and stakeholders. The deliverable is a presentation structure with evidence summary and decision asks.\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 a presentation structure with evidence summary and decision asks.\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** - Open with the decision or conclusion, then the evidence — busy stakeholders should not wait for the point\n2. **Step 2** - Support claims with data from lesson plans and movement in pupil progress measures, with sources and limits stated\n3. **Step 3** - Address the hard parts directly, including safeguarding disclosures mishandled and what it would take to reduce it\n4. **Step 4** - Make the ask specific: what decision, by when, with what resources for work in a primary school classroom\n5. **Step 5** - Follow up in writing the same day: decisions made, actions agreed, owners and dates\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 a presentation structure with evidence summary and decision asks, 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","# Stakeholder Presentation — Primary Education\n\nPresent primary school teacher findings and proposals to decision-makers and stakeholders. The deliverable is a presentation structure with evidence summary and decision asks.\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 a presentation structure with evidence summary and decision asks.\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** - Open with the decision or conclusion, then the evidence — busy stakeholders should not wait for the point\n2. **Step 2** - Support claims with data from lesson plans and movement in pupil progress measures, with sources and limits stated\n3. **Step 3** - Address the hard parts directly, including safeguarding disclosures mishandled and what it would take to reduce it\n4. **Step 4** - Make the ask specific: what decision, by when, with what resources for work in a primary school classroom\n5. **Step 5** - Follow up in writing the same day: decisions made, actions agreed, owners and dates\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 a presentation structure with evidence summary and decision asks, 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":47,"category":48,"description":49},1,"Primary Education","Present primary school teacher findings and proposals to decision-makers and stakeholders.\nTRIGGERS - Use when a primary school teacher needs a stakeholder presentation for primary-aged pupils and their parents in a primary school classroom.\n","main","c605eae5729892d78c0b76dfdd58d3533bb26a91","skills\u002Fprimary-education-stakeholder-presentation",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",[],[137,138,139,82,140,88,85,141,87,38,90,36,91,35,33,142,143,94],"delivery","work session","session","youth work session delivery","prepare","professional","deliver",{"skillNo":145,"name":146,"nameZh":6,"description":147,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":148,"categories":149,"keywords":153,"publishedAt":42},"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",[150],{"categoryNo":151,"categoryName":152,"taxonomyType":21,"taxonomyTypeDesc":22},"01JBSEEDCAT000000000000015","视觉设计",[82,154,155,156,33,35,91,157,158,94,88,87,90,36,38],"service","plan","youth work service plan","design","as"]