[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"skill:01M71AF0HSDAS0FJ3B0V6W8FSR":3,"skill-same:01M71AF0HSDAS0FJ3B0V6W8FSR":75},{"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":26,"publishedAt":44,"linkOnly":45,"markdownContent":46,"markdownBody":47,"frontMatter":48,"refName":52,"commitSha":53,"skillDirectory":54,"forksCount":55,"repositoryHtmlUrl":56,"repositoryHomepageUrl":6,"ownerHtmlUrl":57,"ownerBlogUrl":58,"ownerDescription":59,"updatedAt":60,"install":61,"resources":74},"01M71AF0HSDAS0FJ3B0V6W8FSR","secondary-mathematics-education-new-client-onboarding",null,"Onboard secondary school students and their parents smoothly into a secondary mathematics teacher's service in a secondary school mathematics department.\nTRIGGERS - Use when a secondary mathematics teacher needs a new client onboarding pack for secondary school students and their parents in a secondary school mathematics department.","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\u002Fsecondary-mathematics-education-new-client-onboarding\u002FSKILL.md",[18,23],{"categoryNo":19,"categoryName":20,"taxonomyType":21,"taxonomyTypeDesc":22},"01JBSEEDCAT000000000000038","人力资源","PROFESSION","适用职业",{"categoryNo":24,"categoryName":25,"taxonomyType":21,"taxonomyTypeDesc":22},"01JBSEEDCAT000000000000039","教师与教育",[27,28,29,30,31,32,33,34,35,36,37,38,39,40,41,42,43],"secondary mathematics education new client onboarding","client onboarding","client","mathematics","education","onboarding","new","pack","service","students","onboard","school","teacher","when","use","triggers","for","2026-11-10 10:12:30",false,"---\nname: secondary-mathematics-education-new-client-onboarding\ndescription: |\n  Onboard secondary school students and their parents smoothly into a secondary mathematics teacher's service in a secondary school mathematics department.\n  TRIGGERS - Use when a secondary mathematics teacher needs a new client onboarding pack for secondary school students and their parents in a secondary school mathematics department.\ncategory: Secondary Mathematics Education\nlicense: MIT\nversion: 1.0\n---\n# New Client Onboarding Pack — Secondary Mathematics Education\n\nOnboard secondary school students and their parents smoothly into a secondary mathematics teacher's service in a secondary school mathematics department. The deliverable is an onboarding pack: welcome information, expectations, first steps and contacts.\nThis skill is written for a secondary mathematics teacher working with secondary school students and their parents in a secondary school mathematics department.\n\n## When to use\n- You are a secondary mathematics teacher preparing, delivering or reviewing this part of your work in a secondary school mathematics department.\n- You need a defensible, repeatable approach that produces an onboarding pack: welcome information, expectations, first steps and contacts.\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| Scheme of work | the planned sequence of topics across a term or year |\n| Intervention | targeted extra teaching for pupils who are behind |\n| Working mathematically | applying maths to problem solving, not just procedures |\n\n## Workflow\n1. **Step 1** - Send a welcome pack before the first appointment: what the service does, what happens first, what to bring from schemes of work\n2. **Step 2** - Set expectations honestly — timescales, costs where relevant, and how progress on examination results will be shared\n3. **Step 3** - Cover rights and responsibilities on both sides, including confidentiality limits and how to raise concerns\n4. **Step 4** - Make the first contact easy: named contact, directions to a secondary school mathematics department, and what to do if plans change\n5. **Step 5** - Check in after the first session or milestone and fix friction early, before it becomes disengagement or misconceptions unaddressed\n\n## Profession-Specific Components\n| Component | Details for Secondary Mathematics Education |\n|-----------|-------------------------------|\n| Core documentation | schemes of work; lesson plans; assessment analyses; intervention records |\n| Core tools & equipment | graphing software; maths platforms; exam board resources; data trackers |\n| People involved | secondary school students and their parents; the secondary mathematics teacher; colleagues and other services in a secondary school mathematics department |\n| Primary record | schemes of work — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in a secondary school mathematics department] | **Objective:** [What this must achieve] | **Audience:** [secondary school students and their parents and other stakeholders]\n\nThe finished output is an onboarding pack: welcome information, expectations, first steps and contacts, 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 schemes of work.\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 a secondary school mathematics department.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| examination results | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n| progress against targets | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n| intervention impact | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n| homework completion | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: misconceptions unaddressed.\n- Never let this happen: exam entry errors.\n- Never let this happen: low-attaining pupils overlooked.\n- Work only within the competence and authority of a secondary mathematics teacher; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to a secondary school mathematics department'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 secondary mathematics teacher in a secondary school mathematics department applies this workflow for secondary school students and their parents: they open\nschemes of work, work through the five steps using graphing software, 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","# New Client Onboarding Pack — Secondary Mathematics Education\n\nOnboard secondary school students and their parents smoothly into a secondary mathematics teacher's service in a secondary school mathematics department. The deliverable is an onboarding pack: welcome information, expectations, first steps and contacts.\nThis skill is written for a secondary mathematics teacher working with secondary school students and their parents in a secondary school mathematics department.\n\n## When to use\n- You are a secondary mathematics teacher preparing, delivering or reviewing this part of your work in a secondary school mathematics department.\n- You need a defensible, repeatable approach that produces an onboarding pack: welcome information, expectations, first steps and contacts.\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| Scheme of work | the planned sequence of topics across a term or year |\n| Intervention | targeted extra teaching for pupils who are behind |\n| Working mathematically | applying maths to problem solving, not just procedures |\n\n## Workflow\n1. **Step 1** - Send a welcome pack before the first appointment: what the service does, what happens first, what to bring from schemes of work\n2. **Step 2** - Set expectations honestly — timescales, costs where relevant, and how progress on examination results will be shared\n3. **Step 3** - Cover rights and responsibilities on both sides, including confidentiality limits and how to raise concerns\n4. **Step 4** - Make the first contact easy: named contact, directions to a secondary school mathematics department, and what to do if plans change\n5. **Step 5** - Check in after the first session or milestone and fix friction early, before it becomes disengagement or misconceptions unaddressed\n\n## Profession-Specific Components\n| Component | Details for Secondary Mathematics Education |\n|-----------|-------------------------------|\n| Core documentation | schemes of work; lesson plans; assessment analyses; intervention records |\n| Core tools & equipment | graphing software; maths platforms; exam board resources; data trackers |\n| People involved | secondary school students and their parents; the secondary mathematics teacher; colleagues and other services in a secondary school mathematics department |\n| Primary record | schemes of work — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in a secondary school mathematics department] | **Objective:** [What this must achieve] | **Audience:** [secondary school students and their parents and other stakeholders]\n\nThe finished output is an onboarding pack: welcome information, expectations, first steps and contacts, 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 schemes of work.\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 a secondary school mathematics department.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| examination results | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n| progress against targets | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n| intervention impact | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n| homework completion | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: misconceptions unaddressed.\n- Never let this happen: exam entry errors.\n- Never let this happen: low-attaining pupils overlooked.\n- Work only within the competence and authority of a secondary mathematics teacher; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to a secondary school mathematics department'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 secondary mathematics teacher in a secondary school mathematics department applies this workflow for secondary school students and their parents: they open\nschemes of work, work through the five steps using graphing software, 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":49,"category":50,"description":51},1,"Secondary Mathematics Education","Onboard secondary school students and their parents smoothly into a secondary mathematics teacher's service in a secondary school mathematics department.\nTRIGGERS - Use when a secondary mathematics teacher needs a new client onboarding pack for secondary school students and their parents in a secondary school mathematics department.\n","main","c605eae5729892d78c0b76dfdd58d3533bb26a91","skills\u002Fsecondary-mathematics-education-new-client-onboarding",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. Ex-Apple • Ex-TikTok 👉 http:\u002F\u002Flionelsim.substack.com","2026-11-09 07:48:48",{"source":8,"skillName":5,"commands":62,"prompt":72,"zipAvailable":73},[63,66,69],{"tool":64,"command":65},"npx","npx skills add lionelsimai\u002Fclaude-skills-collection --skill secondary-mathematics-education-new-client-onboarding",{"tool":67,"command":68},"bunx","bunx skills add lionelsimai\u002Fclaude-skills-collection --skill secondary-mathematics-education-new-client-onboarding",{"tool":70,"command":71},"pnpm","pnpm dlx skills add lionelsimai\u002Fclaude-skills-collection --skill secondary-mathematics-education-new-client-onboarding","安装技能，技能地址：https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fsecondary-mathematics-education-new-client-onboarding\u002FSKILL.md",true,[],[76,97,110,123,140,154],{"skillNo":77,"name":78,"nameZh":6,"description":79,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":80,"categories":81,"keywords":82,"publishedAt":44},"01M71E7TB5HAR0K6EXB80YXBT7","youth-work-troubleshooting-guide","Diagnose and resolve common problems a youth worker meets in youth centres, schools and outreach settings.\nTRIGGERS - 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",[],[83,84,85,86,87,88,43,89,90,91,40,92,41,93,42,94,95,96],"youth work troubleshooting guide","work","troubleshooting","troubleshooting guide","guide","problem solving","outreach","settings","common","people","worker","diagnose","problem","communities",{"skillNo":98,"name":99,"nameZh":6,"description":100,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":101,"categories":102,"keywords":103,"publishedAt":44},"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",[],[104,84,105,106,40,92,41,107,93,42,108,43,96,109,89,90],"youth work tools equipment checklist","checklist","Tools","maintain","select","check",{"skillNo":111,"name":112,"nameZh":6,"description":113,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":114,"categories":115,"keywords":116,"publishedAt":44},"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",[],[117,118,84,119,120,89,90,92,41,93,42,121,122,43,96,40],"procurement","youth work supplies procurement","materials","source","specify","manage",{"skillNo":124,"name":125,"nameZh":6,"description":126,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":127,"categories":128,"keywords":134,"publishedAt":44},"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",[129],{"categoryNo":130,"categoryName":131,"taxonomyType":132,"taxonomyTypeDesc":133},"01JBSEEDCAT000000000000003","演示文稿","SCENARIO","使用场景",[135,84,136,137,43,138,96,42,139,89,90,40,92,41,93],"youth work stakeholder presentation","presentation","decision","proposals","present",{"skillNo":141,"name":142,"nameZh":6,"description":143,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":144,"categories":145,"keywords":146,"publishedAt":44},"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",[],[147,148,149,84,150,90,87,151,89,40,92,41,93,42,43,152,153,96],"delivery","work session","session","youth work session delivery","prepare","professional","deliver",{"skillNo":155,"name":156,"nameZh":6,"description":157,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":158,"categories":159,"keywords":163,"publishedAt":44},"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",[160],{"categoryNo":161,"categoryName":162,"taxonomyType":132,"taxonomyTypeDesc":133},"01JBSEEDCAT000000000000015","视觉设计",[84,35,164,165,43,42,93,166,167,96,90,89,92,41,40],"plan","youth work service plan","design","as"]