Figured Foundations
S$720 per learner · 6 session(s)
A connected programme in judgement, communication and everyday independence. Materials included. In preparation.
See dates & next steps ↗In preparationFigured Foundations · The core programme · In preparationA life-skills programme.
A life-skills programme.
For growing up.
Think clearly. Work with others. Take ownership. Figured Foundations connects these skills through practical challenges that become more demanding as learners practise.
Register interest
- The sequence
- 6 × 90-minute sessions
- Initial design
- Ages 9–12 · 4–6 learners
- Setting
- In person · Weekly group
- Readiness
- In preparation
Proposed initial format. Curriculum review, rehearsal, facilitator, suitability, dates, support and fees are confirmed before delivery. School adaptations are separately scoped.
Programme feesYour next
Your next
step.
The purposeGrowing independence.
Growing independence.
A foundation to build on.
A child may know the right answer and still find it hard to explain a need, weigh a choice or follow through. This programme gives everyday capabilities a place to be practised together.
Make a choice you can explain.
Compare options, check a claim, notice a constraint and explain a reason. Money and prepared AI examples make judgement concrete.
Understand another person.
Ask, listen, express a view, share decisions and work through ordinary disagreement. Different ways of contributing are part of the design.
Turn an intention into action.
Make a manageable plan, agree responsibilities, ask for help when needed and adapt after a setback. Greater independence includes knowing where support is useful.
All three appear throughout the sequence. Each new challenge asks learners to use familiar skills with a different constraint and appropriate support.
The Figured learning journeyGrowing up.
Growing up.
Into a life of their own.
From finding the words to speak up today, to making the choices that shape tomorrow.
Our vision is an education that grows with your child: a stronger sense of self, a wider world to navigate, and more of life to take on.
- 01
A stronger sense of self
Find their
voice.Recognise what matters to them, express a need and find their place with other people.
Ask for help. Speak up. Hear another view.
- 02
A wider world of choices
Build their
judgement.Weigh options, question what they see and make choices they can explain—in person and online.
Check an AI answer. Set a boundary. Choose wisely.
- 03
More responsibility of their own
Take
ownership.Bring people, time and resources together. Follow through on a commitment and adapt when life changes.
Manage a budget. Work through a setback. Make a plan happen.
- 04
A future they help shape
Choose their
direction.Connect their interests and strengths with the wider world of study, work and contribution.
Explore possibilities. Try meaningful work. Decide a next step.
One connected education
Thinking clearly, working with others and taking ownership deepen together. Learners revisit these capabilities in more demanding situations, at a pace suited to their readiness.
Start with Figured Foundations
See the six-session starting pointThe core life-skills programme · Six connected sessions · In preparation
A curriculum vision for ages 6–18. Foundations is initially designed for ages 9–12; later age pathways, practical independence and future-direction programmes are planned. Children can enter at different points and revisit skills as they grow.
The proposed six-session sequenceConnected practice.
Connected practice.
More of their own.
Three chapters build the sequence: find your voice, make a plan work, and handle the unexpected. Thinking, relationships and responsibility keep returning, with guided attempts, feedback and revision in every session.
Find a starting point.
Try a short group challenge, notice where support helps and choose one personal practice goal. Start a learning record with an actual attempt.
Explain a view. Understand another.
Return to a shared plan with different priorities. Practise a clear request, a useful question and checking what another person meant.
Make a choice you can explain.
Compare a budget, time limits and prepared information cards. Check a plausible AI claim and agree a reason for the choice.
Make the plan work.
Agree roles, resources and check-ins. Respond to a surprise change, ask for appropriate help and revise a commitment.
Disagree and find a way forward.
Use a fictional difference of opinion to practise a boundary, a calm response and a workable next step. Rehearse the conversation again after feedback.
Run a new challenge. Reflect. Continue.
Use the three capabilities in a fresh shared brief. Try a small prototype activity, revise it and choose a manageable practice at home or school.
What the learner buildsWork they can show.
Work they can show.
A next step they understand.
The intended learning record makes the process visible: a first attempt, decisions, feedback and a revision.
Their plans and decisions.
Keep a planning sheet, choice-and-reason notes, a shared-responsibility map and a revised response to a challenge.
What helped. What changed.
Describe a useful strategy, the support used and one next practice. There is room for a drawing, written reflection or supported conversation.
An ordinary opportunity to practise.
A concise account of the work and one realistic opportunity at home. Session observations and reported everyday use are recorded separately.
These are intended outputs. Completing six sessions does not establish lasting confidence or independence in every setting.
The wider Figured pathwayStart with foundations.
Start with foundations.
Explore a wider life.
The core programme gives the school a connected starting point. Focused projects and later age pathways add depth as the learning develops.
Figured Foundations.
A shared starting point in thinking, relationships and responsibility. Proposed initial six-session small group, in preparation.
Use the skills in a particular setting.
The Business Challenge explores enterprise and money through a guided simulation. Other life, digital and community briefs require their own development and agreed scope.
Explore the business labMore responsibility as learners grow.
Older-age experiences in practical independence, money, digital judgement and future direction form part of the curriculum vision. Availability is established programme by programme.
Explore the curriculum visionRegister interest · In preparationBegin with
Ask about Figured Foundations Begin with
a useful conversation.
Share the learner age band, setting and the everyday capability you would like to develop. Dates and places are confirmed after preparation and agreement.