Individual introduction
S$180 per learner · 1 session(s)
Personal life-skills learning around an agreed goal. Materials included. By arrangement.
See dates & next steps ↗By arrangementOne-to-one learning · core pathway ages 9–12One-to-one
One-to-one
life-skills learning.
A focused session around one learner and one practical goal. Explain a need, make a plan, weigh a choice or work through an everyday conversation.
Ask about individual learning
- Initial age band
- 9–12 years
- Introduction
- 55–60 minutes
- Setting
- In person or online where suitable
- Next step
- Optional four-session sequence
By arrangement. Suitability, preparation, facilitator, setting and fees are agreed first.
Programme feesYour next
Your next
step.
One learner · A clear goalSomething they want
Something they want
to be able to do.
Explain an idea, make a decision, organise a manageable activity or move a personal project forward. The goal is specific enough to practise and discuss.
An attempt worth noticing.
The educator models where useful, asks questions and offers specific feedback. The learner gets another attempt.
A useful parent handover.
A brief account of the work, the support that helped and one manageable practice to try. Respect for the learner’s privacy is part of the arrangement.
One possible starting pointExplain the choice.
Explain the choice.
Try the conversation.
A learner compares two ideas for a weekend activity, explains a reason and responds to an ordinary question.
Make the thinking visible.
Use a short plan, a drawing or a spoken explanation. The educator models a useful question, offers specific feedback and gives the learner another attempt.
One useful practice at home.
The parent handover describes the work and support used. Agree a small next opportunity, such as explaining one practical detail of a family plan.
An optional four-session continuationPersonal learning.
Personal learning.
A goal worth practising.
A continuing sequence returns to a specific goal in different situations. The brief may focus on explaining choices, planning a responsibility or using feedback. Individual delivery has its own scope and pace.
Agree a practical goal.
Start with a recognisable situation and decide what the learner wants to practise.
Model. Rehearse. Try again.
Use a prepared example or role-play, with useful feedback and another attempt.
Change the situation.
Add a new constraint or question and help the learner choose an appropriate response.
Choose a next practice.
Review the work, describe the support used and agree a manageable opportunity at home.
The full Figured Foundations programme is a proposed group sequence. One-to-one learning does not reproduce peer collaboration; any individual adaptation is separately scoped.
In person or online where suitableBegin with
Ask about an individual session Begin with
one conversation.
Share the age band, general goal and possible dates. We confirm the facilitator, setting, total fee and terms before booking.
Individual learning supports explanation, planning and judgement. Peer collaboration needs people to practise with. This is educational learning, not clinical assessment or treatment.