[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"skill:01M71AK5XZE15RGAKENEWWB052":3,"skill-same:01M71AK5XZE15RGAKENEWWB052":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},"01M71AK5XZE15RGAKENEWWB052","secondary-science-education-supplies-procurement",null,"Specify, source and manage the supplies and materials used in a school science department and laboratories.\nTRIGGERS - Use when a secondary science teacher needs a supplies & procurement for secondary school students in a school science department and laboratories.","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-science-education-supplies-procurement\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],"procurement","science","secondary science education supplies procurement","education","for","manage","specify","triggers","use","when","teacher","school","materials","students","source","2026-11-10 10:12:30",false,"---\nname: secondary-science-education-supplies-procurement\ndescription: |\n  Specify, source and manage the supplies and materials used in a school science department and laboratories.\n  TRIGGERS - Use when a secondary science teacher needs a supplies & procurement for secondary school students in a school science department and laboratories.\ncategory: Secondary Science Education\nlicense: MIT\nversion: 1.0\n---\n# Supplies & Procurement — Secondary Science Education\n\nSpecify, source and manage the supplies and materials used in a school science department and laboratories. The deliverable is a procurement list with specifications, stock levels and supplier checks.\nThis skill is written for a secondary science teacher working with secondary school students in a school science department and laboratories.\n\n## When to use\n- You are a secondary science teacher preparing, delivering or reviewing this part of your work in a school science department and laboratories.\n- You need a defensible, repeatable approach that produces a procurement list with specifications, stock levels and supplier checks.\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| Risk assessment | evaluating hazards in practical work before it happens |\n| Hypothesis | a testable prediction |\n| Controlled variable | a factor kept constant in an investigation |\n\n## Workflow\n1. **Step 1** - List what the work consumes, drawing on schemes of work and the kit centred on laboratory equipment, with exact specifications\n2. **Step 2** - Set minimum stock levels from usage rates and lead times so work never stalls waiting for supplies\n3. **Step 3** - Compare suppliers on quality, reliability and total cost — not unit price alone — and check credentials\n4. **Step 4** - Receive and inspect deliveries; reject or quarantine substandard stock before it can contribute to practical safety incidents\n5. **Step 5** - Track usage and waste monthly; adjust order quantities and challenge specifications that no longer fit\n\n## Profession-Specific Components\n| Component | Details for Secondary Science Education |\n|-----------|-------------------------------|\n| Core documentation | schemes of work; practical risk assessments; assessment records; exam analyses |\n| Core tools & equipment | laboratory equipment; simulation software; safety systems; data loggers |\n| People involved | secondary school students; the secondary science teacher; colleagues and other services in a school science department and laboratories |\n| Primary record | schemes of work — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in a school science department and laboratories] | **Objective:** [What this must achieve] | **Audience:** [secondary school students and other stakeholders]\n\nThe finished output is a procurement list with specifications, stock levels and supplier checks, 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 school science department and laboratories.\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| practical completion rates | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n| safety incident rates | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n| progress tracking | 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: practical safety incidents.\n- Never let this happen: misconceptions in core concepts.\n- Never let this happen: equipment faults.\n- Work only within the competence and authority of a secondary science teacher; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to a school science department and laboratories'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 science teacher in a school science department and laboratories applies this workflow for secondary school students: they open\nschemes of work, work through the five steps using laboratory equipment, 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","# Supplies & Procurement — Secondary Science Education\n\nSpecify, source and manage the supplies and materials used in a school science department and laboratories. The deliverable is a procurement list with specifications, stock levels and supplier checks.\nThis skill is written for a secondary science teacher working with secondary school students in a school science department and laboratories.\n\n## When to use\n- You are a secondary science teacher preparing, delivering or reviewing this part of your work in a school science department and laboratories.\n- You need a defensible, repeatable approach that produces a procurement list with specifications, stock levels and supplier checks.\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| Risk assessment | evaluating hazards in practical work before it happens |\n| Hypothesis | a testable prediction |\n| Controlled variable | a factor kept constant in an investigation |\n\n## Workflow\n1. **Step 1** - List what the work consumes, drawing on schemes of work and the kit centred on laboratory equipment, with exact specifications\n2. **Step 2** - Set minimum stock levels from usage rates and lead times so work never stalls waiting for supplies\n3. **Step 3** - Compare suppliers on quality, reliability and total cost — not unit price alone — and check credentials\n4. **Step 4** - Receive and inspect deliveries; reject or quarantine substandard stock before it can contribute to practical safety incidents\n5. **Step 5** - Track usage and waste monthly; adjust order quantities and challenge specifications that no longer fit\n\n## Profession-Specific Components\n| Component | Details for Secondary Science Education |\n|-----------|-------------------------------|\n| Core documentation | schemes of work; practical risk assessments; assessment records; exam analyses |\n| Core tools & equipment | laboratory equipment; simulation software; safety systems; data loggers |\n| People involved | secondary school students; the secondary science teacher; colleagues and other services in a school science department and laboratories |\n| Primary record | schemes of work — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in a school science department and laboratories] | **Objective:** [What this must achieve] | **Audience:** [secondary school students and other stakeholders]\n\nThe finished output is a procurement list with specifications, stock levels and supplier checks, 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 school science department and laboratories.\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| practical completion rates | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n| safety incident rates | Agree a local target and track the trend | Measured from schemes of work and reviewed on a set cycle |\n| progress tracking | 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: practical safety incidents.\n- Never let this happen: misconceptions in core concepts.\n- Never let this happen: equipment faults.\n- Work only within the competence and authority of a secondary science teacher; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to a school science department and laboratories'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 science teacher in a school science department and laboratories applies this workflow for secondary school students: they open\nschemes of work, work through the five steps using laboratory equipment, 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":44,"category":45,"description":46},1,"Secondary Science Education","Specify, source and manage the supplies and materials used in a school science department and laboratories.\nTRIGGERS - Use when a secondary science teacher needs a supplies & procurement for secondary school students in a school science department and laboratories.\n","main","c605eae5729892d78c0b76dfdd58d3533bb26a91","skills\u002Fsecondary-science-education-supplies-procurement",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",[],[137,138,139,79,140,85,82,141,84,33,87,32,88,31,28,142,143,91],"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":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",[150],{"categoryNo":151,"categoryName":152,"taxonomyType":122,"taxonomyTypeDesc":123},"01JBSEEDCAT000000000000015","视觉设计",[79,154,155,156,28,31,88,157,158,91,85,84,87,32,33],"service","plan","youth work service plan","design","as"]