Start with
your priorities.
Choose a specific student need, a suitable age group and a timetable that works. Build on the development work your school already leads.
School partnerships · SingaporeLife-skills learning.
Life-skills learning.
For your school.
A scoped workshop, short studio or continuing school pathway. Build around a specific student-development need, with learning for parents and educators where it supports the brief.
Discuss a school partnership
A partner to your existing curriculumA shared commitment
A shared commitment
to the whole learner.
Purposeful student experiences, with a shared language that educators and families can carry into everyday learning.
Start with
Make the
learning active.
Structured challenges, prepared materials and skilled facilitators. Every learner gets a role, room to think and useful feedback.
Carry it
into the classroom.
Simple transfer prompts and a report of observed learning. Optional educator and parent workshops help keep the practice going.
A practical starting pointSchool programmes.
School programmes.
A clear scope for your cohort.
Discuss Figured Foundations for a connected brief, a focused communication pathway, or a separately scoped workshop. Audience, preparation and school delivery arrangements are agreed first.
Figured Foundations.
A connected introduction to thinking, relationships and responsibility. School group size, session length, staffing and curriculum adaptation are scoped separately.
Explore the core programmeAI and everyday independence.
A practical parent session can fit a school-community event, with approval and responsibilities agreed first.
Explore parent learningSpeak, Connect & Lead.
Our six-session school communication and collaboration pathway remains in preparation for a more substantial brief.
Explore the pathwayAn illustrative school briefA group decision.
A group decision.
Thinking you can hear.
A team must choose between two plans for a shared activity. Before deciding, each learner explains one priority and checks another person’s reason.
Explain. Listen. Agree.
Learners use a planning card, ask a clarifying question and agree a decision process. Written ideas and thinking time offer more than one route to participation.
A prompt the teacher can reuse.
At the next classroom group task, ask: “Whose priority have we not understood yet?” The review separates observed practice from later classroom accounts.
How we think about outcomes
“Can you show me
how you would use it?”
We observe actions in practice tasks and record the support that helped. This is useful educational feedback, with clear limits—not a personality score or a promise of transformation.
Start a conversationWhat could we build
What could we build
for your learners?
Tell us about your school, learners and priorities. A general goal and your setting are enough to begin.
Other enquiry routes ↗The Figured JournalThe Figured Journal.
Explore the Journal ↗The Figured Journal.
Ideas for growing up.
School briefing · 5 min read
Designing Life-Skills Learning That Carries Into Everyday Life
A school practice briefing with an editable planning framework for goals, activity design, inclusive participation, classroom transfer and programme review.
Programme designSchool briefing · 5 min read
Evaluating a School Life-Skills Programme
A practical school briefing on evaluating life-skills learning: observable behaviours, support used, transfer opportunities, evidence limits and decisions.
Evidence & evaluation
Research & practice · 5 min read
Knowing What to Do Is Not the Same as Being Able to Do It
Why life-skills teaching needs a route from understanding to everyday use, with practical ways to design rehearsal, feedback and supported transfer.
Learning that lasts