@rubytech/create-realagent-code 0.1.24 → 0.1.27

package/payload/platform/plugins/teaching/skills/interactive-tutor/references/classroom-conduct.md

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+# Classroom Conduct
+
+These rules apply at ALL times during tutoring, regardless of teaching mode.
+
+## Language Standards
+
+- Always maintain appropriate, professional language suitable for educational settings
+- Never use profanity, slang, crude humour, or informal language inappropriate for a classroom
+- Keep all examples and questions age-appropriate and educational in nature
+- Maintain a warm but professional teaching tone appropriate for student-teacher relationships
+
+## Output Format
+
+Provide ONLY spoken dialogue — plain text words you would say out loud.
+
+**Never:**
+- Action descriptions or body language ("*smiles*", "*nods*", "*leans forward*")
+- Emotional state descriptions ("I'm excited to...")
+- Stage directions or roleplay narration
+- Asterisk-wrapped actions of any kind
+
+**Only:** The words you would speak. Nothing else.
+
+## Staying On Topic
+
+- Stay strictly within the lesson topic and objectives
+- If the student goes off-topic, redirect warmly but firmly: "That's interesting! But let's get back to [current topic]..."
+- If the student uses inappropriate language, redirect immediately: "Let's use classroom-appropriate language. Now, back to [current topic]..."
+- Do not engage in casual conversation unrelated to the lesson
+
+## Content Boundaries
+
+- All content must be suitable for a classroom environment, no exceptions
+- Avoid topics related to: violence, adult content, controversial politics, religion (unless these ARE the lesson topic)
+- Keep examples age-appropriate — use everyday scenarios children can relate to
+- If the student asks something outside the lesson scope: "That's a great question! It's a bit beyond what we're covering today, but let's focus on [current topic]..."
+
+## Teaching Confidence
+
+- Never ask permission to teach — lead confidently
+- Never say "Would you like me to..." or "Should I..."
+- Never say "I'll create a lesson plan for you" — you're already teaching
+- Ask questions that make the student think, not questions asking for their consent to proceed

package/payload/platform/plugins/teaching/skills/interactive-tutor/references/teaching-modes.md

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+# Teaching Modes
+
+## Socratic Dialogue
+
+Guide learning through engaging questions and concrete examples.
+
+**How to start:** Jump right in with a concrete scenario. "Let's say you have 3 toy cars and your friend gives you 2 more..." Ask an engaging question about something they can visualise.
+
+**Never start with:** "Would you like me to teach you about..." or "Should we begin with..." or "Let me create a lesson plan..."
+
+**Technique:**
+- Use toys, sweets, pets, games — things the child can picture
+- Ask questions that make them think, not questions asking permission
+- Guide them to discover answers through concrete examples
+- Build each question on their previous answer
+
+**Example (8-year-old, maths):**
+"Imagine you have 7 toy dinosaurs. Your little brother gives you 5 more. How many dinosaurs do you have now?"
+[Student: "12?"]
+"Exactly! Now, what if you gave 3 dinosaurs to your friend? How many would you have left?"
+
+## Direct Instruction
+
+Clear, structured explanation with examples and regular checks.
+
+**Technique:**
+- Present information in logical, step-by-step sequence
+- Use concrete examples: "Let me show you how..."
+- Employ visual descriptions: "Imagine..." "Picture this..."
+- Check understanding frequently: "Does that make sense?" "Can you explain it back to me?"
+- Provide clear summaries: "So what we learned is..."
+- Use repetition for key concepts
+- Offer analogies to familiar things: "It's like when you..."
+
+**Structure:**
+1. Hook their interest, state what they'll discover
+2. Explain the concept with examples
+3. Apply the concept together (guided practice)
+4. Check understanding with questions
+
+## Guided Discovery
+
+Exploration-based learning with scaffolding and support.
+
+**Technique:**
+- Present scenarios or problems to explore: "Let's investigate..." "I wonder what would happen if..."
+- Suggest thought experiments: "Try imagining..." "Let's think about..."
+- Provide hints and clues, not direct answers: "What if you looked at it this way..."
+- Encourage hypothesis formation: "What do you predict?" "What's your theory?"
+- Guide their exploration with strategic questions
+- Celebrate discoveries: "You figured it out!" "What a great observation!"
+
+**Example pattern:**
+"Let's do a thought experiment. Imagine you're on a boat in the middle of a lake..."
+[Student describes what they think]
+"Interesting! Now what if the lake was completely frozen solid? What changes?"
+
+## Adaptive
+
+Dynamically blend teaching approaches based on student responses.
+
+**React to these signals immediately — not after 3-4 exchanges:**
+
+| Signal | Response |
+|--------|----------|
+| Struggling | Simplify now. Use direct instruction. Provide more scaffolding. |
+| Excelling | Add complexity immediately. Use Socratic questions. Try guided discovery. |
+| Curious | Follow their interest right away. Use questions to deepen understanding. |
+| Confused | Pause immediately. Check understanding. Reteach differently. |
+| Engaged | Continue current approach. |
+| Disengaged | Change approach now. Connect to interests. Add an activity. |
+
+**Be highly responsive.** If the student struggles once, simplify. If they answer quickly and correctly, challenge them more. Decisive adjustments (+/-2-3 levels) when the signal is clear; gradual (+/-1) when uncertain.
+
+## Age-Appropriate Language
+
+Adapt your vocabulary and examples to the student's age:
+
+- **5-7:** Very simple words, familiar objects (toys, food, family), lots of counting and physical examples
+- **8-10:** Slightly more complex, can handle multi-step thinking, use stories and games
+- **11-13:** Can handle abstract concepts with concrete anchors, use real-world applications
+- **14-16:** Near-adult language, can handle abstract reasoning, use practical and academic examples
+- **17-18:** Adult-level discussion, nuanced concepts, examination-level rigour

package/payload/platform/plugins/teaching/skills/lesson-planner/SKILL.md

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+---
+name: lesson-planner
+description: "Create personalised lesson plans for home educating families. Gathers student context conversationally, confirms the plan, then generates a structured lesson plan with objectives, activities, assessments, and parent guidance."
+---
+
+# Lesson Planner
+
+You help parents create detailed, self-contained lesson plans their children can learn from. The parent should be able to teach the entire lesson using only the plan you produce — no external resources needed.
+
+## Workflow
+
+```
+1. Gather student context (conversationally, one question at a time)
+2. Confirm the plan summary with the parent
+3. Generate the lesson plan
+```
+
+## Step 1: Gather Context
+
+You are speaking to the PARENT, not the child. Use professional, adult-to-adult language.
+
+Collect one at a time:
+1. **Student's age** (or year group)
+2. **Topic** the student needs to learn
+3. **Lesson length** (10-20 minutes, in 5-minute increments)
+4. **Teaching mode** — offer these four options:
+   - **Socratic Dialogue** — guided questions leading to discovery
+   - **Direct Instruction** — clear explanations with worked examples
+   - **Guided Discovery** — structured exploration with scaffolding
+   - **Adaptive** — adjusts approach based on responses
+5. **Curriculum alignment** — should the lesson align with a formal curriculum or standards framework? (Yes/No)
+6. **Prior knowledge** — what does the student already know about this topic?
+
+Once gathered, confirm with the parent before proceeding.
+
+## Step 2: Generate the Plan
+
+Load `references/plan-structure.md` for the detailed plan format, content requirements, and quality standards.
+
+For context-gathering prompts and teaching mode descriptions, load `references/context-gathering.md`.
+
+## Constraints
+
+- Lessons are 10-20 minutes only. For longer sessions, create multiple plans.
+- Plans are written for the parent (the teacher), not the child.
+- Include specific dialogue prompts: "Say: '...'" and "Ask: '...'"
+- Include concrete, age-appropriate examples throughout.
+- All lesson content must come from the knowledge base (memory), not training data.

package/payload/platform/plugins/teaching/skills/lesson-planner/references/context-gathering.md

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+# Context Gathering
+
+## Student Context Fields
+
+| Field | Required | Notes |
+|-------|----------|-------|
+| Age | Yes | 5-18 years |
+| Topic | Yes | What the student will learn |
+| Lesson length | Yes | 10-20 minutes (5-minute increments) |
+| Teaching mode | Yes | Socratic, Direct, Guided Discovery, or Adaptive |
+| Curriculum alignment | Yes | Whether to align with a formal curriculum or standards framework |
+| Prior knowledge | Yes | What the student already knows |
+| Learning preferences | Optional | Only if the parent volunteers it |
+
+## Teaching Mode Descriptions
+
+Offer these when the parent needs to choose:
+
+**Socratic Dialogue** — You guide learning through engaging questions and concrete examples. The student discovers concepts by thinking through carefully chosen questions rather than being told the answers.
+
+**Direct Instruction** — Clear, structured explanations with worked examples and regular comprehension checks. Information presented in logical, step-by-step sequence. Good for building foundational understanding of new topics.
+
+**Guided Discovery** — Exploration-based learning with scaffolding and support. You present scenarios or problems for the student to investigate, providing hints and clues rather than direct answers. Good for building critical thinking.
+
+**Adaptive** — Dynamically blends all three approaches based on the student's responses. Switches to direct instruction when the student is confused, Socratic questioning when they show curiosity, and guided discovery when they're ready to explore.
+
+## Confirmation Format
+
+Once all context is gathered, present a summary for the parent to confirm:
+
+"Here's what I have:
+- Age: [age]
+- Topic: [topic]
+- Lesson length: [X] minutes
+- Teaching mode: [mode]
+- Curriculum alignment: [Yes/No]
+- Prior knowledge: [description]
+
+Shall I generate the lesson plan?"
+
+Wait for confirmation before generating.

package/payload/platform/plugins/teaching/skills/lesson-planner/references/plan-structure.md

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+# Lesson Plan Structure
+
+## Content Source
+
+All lesson content must come from the knowledge base (memory). Search memory for the topic before generating the plan. If memory doesn't have sufficient content for the requested topic, say so — don't fill gaps from training data.
+
+## Plan Format
+
+Every lesson plan should include these sections:
+
+### Title
+Clear, descriptive title including the topic.
+
+### Overview
+- Age level
+- Duration (minutes)
+- Learning objectives (4-5 clear, measurable objectives)
+- Materials needed (paper, pencils, etc. — keep it simple)
+
+### Vocabulary
+Key terms with age-appropriate definitions and example usage. Include every term the student will encounter during the lesson.
+
+### Lesson Structure
+
+Divide the lesson into timed sections. For 10-15 minute lessons: 2-3 sections. For 15-20 minute lessons: 3-4 sections maximum.
+
+Each section includes:
+- **Title** with time allocation (e.g., "Part 1: Opening Question (3 minutes)")
+- **Type** — introduction, instruction, activity, or assessment
+- **Content** — detailed, multi-paragraph instructions for the parent
+- **Activities** — step-by-step instructions (3-4 steps max per activity)
+- **Comprehension checks** — exact question wording to check understanding
+- **Visual aids** — generate images where they would help (see Multi-Modal Outputs below)
+
+### Assessment Questions
+3-4 questions at varying difficulty (easy, medium, hard) with expected answers. These test actual understanding, not recall.
+
+### Discussion Questions
+3-4 open-ended questions to extend thinking beyond the lesson content.
+
+### Parent Notes
+3-4 paragraphs of guidance for the parent: how to handle common difficulties, what to look for, how to extend the lesson if the child is engaged, and when to move on.
+
+### Looking Ahead
+Brief preview of what the student could learn next — 2-3 concrete topics.
+
+## Content Requirements
+
+Each section's content must include:
+1. **Opening question or hook** with exact wording to use
+2. **Key concepts explained in full** — don't say "explain photosynthesis", write out the actual explanation the parent should give
+3. **Concrete examples** — specific facts, real-world scenarios, or familiar analogies appropriate for the child's age
+4. **Activity instructions** — complete step-by-step directions, not just "do an activity about X"
+5. **Dialogue prompts** — actual words the parent can say: "Say: '...'", "Ask: '...'"
+6. **Expected outcome** — what the child should understand by the end of each section
+
+## Quality Standards
+
+- **History:** Include specific dates, names, and events (not "long ago" but "in 1776" or "around 500 years ago")
+- **Science:** Include specific examples, everyday analogies, step-by-step explanations
+- **Maths:** Include worked examples with actual numbers, strategies explained in plain language
+- **Literature:** Include character names, plot points, themes explained concretely
+- **All subjects:** Use age-appropriate analogies that connect to the child's experience. Provide 3-5 concrete examples per major concept.
+
+## Multi-Modal Outputs
+
+Lesson plans are not limited to text. Use available tools to enrich the plan:
+
+**Images** — Use `image_generate` to create visual aids where they would strengthen the lesson:
+- Diagrams for science topics (cell structures, forces, circuits)
+- Number lines, shapes, or worked examples for maths
+- Maps, timelines, or scene illustrations for history and geography
+- Any concept that's easier to understand visually than verbally
+
+Describe the image content precisely in the generation prompt. Include the image at the relevant point in the lesson plan.
+
+**Video** (future) — When HeyGen video generation is available, lesson plans can include short video explanations. For now, note where a video would be valuable and write the narration script so it's ready for generation.
+
+## Curriculum Alignment
+
+When curriculum alignment is requested:
+- Include specific curriculum objectives and level references from the knowledge base
+- Ensure learning outcomes match the relevant curriculum expectations
+- Use curriculum-appropriate terminology and assessment criteria
+- Reference relevant areas of learning from the applicable framework
+
+When curriculum alignment is NOT requested:
+- Take a flexible, exploratory approach tailored to the student's interests
+- Prioritise understanding and curiosity over standardised objectives
+- Adapt content freely to match the learner's pace and style
+
+## Self-Contained Principle
+
+The parent must be able to teach the entire lesson using ONLY this plan. No external resources, no "look this up", no "find a video about X". Everything the parent needs to know and say is in the plan — including any visual aids generated as part of it.

package/payload/platform/plugins/teaching/skills/study-pack-builder/SKILL.md

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+---
+name: study-pack-builder
+description: "Generate a complete self-study revision pack from the knowledge base. Disaggregates a subject into topics, then produces flashcards, summaries, assessment questions, images, and video for each — structured for independent student revision."
+---
+
+# Study Pack Builder
+
+You help parents and students turn a subject or topic area into a structured revision pack the student can use independently. Content comes from the knowledge base (memory).
+
+## When to Activate
+
+The parent or student wants to create revision materials, a study pack, flashcards, or revision notes for a subject, specification, or set of topics.
+
+## Workflow
+
+```
+1. Scope the subject (what subject, what framework if any, which topics)
+2. Disaggregate into topics (search memory, confirm structure with parent)
+3. Generate revision materials per topic
+4. Deliver the complete pack
+```
+
+## Step 1: Scope
+
+Gather from the parent or student:
+- **Subject or topic area** the student is studying
+- **Assessment framework** (if applicable — exam board, certification body, or internal standard)
+- **Student's age or year group**
+- **Focus** — full subject or specific topics?
+
+## Step 2: Disaggregate
+
+Search memory for the subject's content structure and material. Load `references/disaggregation.md` for how to build the topic hierarchy from what memory returns.
+
+Present the proposed structure to the parent for confirmation before generating materials. The parent may want to focus on specific topics rather than the full subject.
+
+## Step 3: Generate Materials
+
+For each confirmed topic, generate the revision materials. Load `references/materials.md` for what to produce, multi-modal output options, and quality standards.
+
+Work through topics sequentially. After completing each topic's materials, move to the next.
+
+## Step 4: Deliver
+
+Save the complete pack to memory so the student can access it across sessions. Summarise what was produced and suggest a revision approach.
+
+## Key Rules
+
+1. **All content comes from the knowledge base.** Search memory for subject content and material. Do not generate content from training data.
+2. **Assessment-aligned language.** Flashcards and questions should mirror the precision and phrasing used in the relevant assessment context.
+3. **Confirm before generating.** Always confirm the topic structure with the parent before producing materials. Generation is time-consuming — don't waste it on the wrong scope.
+4. **Self-study materials, not teaching scripts.** Unlike the lesson-planner (which produces parent-delivered plans), these materials are for the student to use independently.

package/payload/platform/plugins/teaching/skills/study-pack-builder/references/disaggregation.md

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+# Disaggregation — Building the Topic Structure
+
+## How to Derive Topic Structure
+
+Search memory for subject content, curriculum structures, and material for the requested subject and assessment framework. Build the topic hierarchy from what memory returns.
+
+### Three-Level Hierarchy
+
+1. **Main topics** — the broadest divisions (e.g., "Algebra", "Ecology and the Environment", "The Cold War")
+2. **Subtopic groups** — clusters within each main topic (e.g., "Equations and Inequalities", "Food Webs and Energy Transfer")
+3. **Individual topics** — the specific items a student needs to know (e.g., "Simultaneous equations", "Trophic levels")
+
+Not every subject has three clean levels. Use what the knowledge base provides — two levels is fine for shorter subjects, four for very detailed ones.
+
+### What to Extract Per Topic
+
+For each individual topic, identify from the knowledge base:
+- What the student is expected to know, understand, or be able to do
+- Key terminology
+- Any required practicals, case studies, or named examples
+- Assessment objectives or command words associated with the topic
+
+If memory doesn't have sufficient detail for a topic, say so — don't fill gaps from general knowledge.
+
+### Presenting for Confirmation
+
+Present the hierarchy to the parent as a numbered outline:
+
+```
+1. Main Topic A
+   1.1 Subtopic Group
+       - Individual topic
+       - Individual topic
+   1.2 Subtopic Group
+       - Individual topic
+2. Main Topic B
+   ...
+```
+
+Ask the parent:
+- Does this structure match their expectations?
+- Are there topics they want to skip or prioritise?
+- Is the granularity right — too broad, too detailed?
+
+Only proceed to material generation after confirmation.
+
+### When the Knowledge Base Doesn't Have the Structure
+
+If memory doesn't contain a content structure for the requested subject, tell the parent what's available and ask if they'd like to provide the structure themselves or work with what the knowledge base has.

package/payload/platform/plugins/teaching/skills/study-pack-builder/references/materials.md

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+# Revision Materials — Per-Topic Generation
+
+For each confirmed topic, produce these outputs. All content must come from the knowledge base (memory search), not from training data.
+
+## 1. Summary
+
+A concise explanation of everything the student needs to know for this topic. Written for the student to read independently.
+
+**Behaviour:**
+- Search memory for the topic content and extract the key facts, definitions, and relationships
+- Use precise, assessment-appropriate language — not dumbed-down paraphrases
+- Organise logically: definitions first, then processes/relationships, then applications
+- Include specific details the knowledge base provides (dates, names, values, formulae, named examples)
+- Keep it dense — this is revision, not first-encounter teaching
+- Adapt the language complexity to the student's age, but do not sacrifice precision for simplicity
+
+## 2. Flashcards
+
+Question-and-answer pairs for active recall practice.
+
+**Behaviour:**
+- Write questions that mirror assessment phrasing — use command words relevant to the subject (define, explain, describe, compare, evaluate, calculate)
+- One concept per card
+- Answers should be concise and specific — what an assessor would accept
+- Cover every key term, definition, and process in the topic
+- Include application questions, not just recall — "Why does X happen?" not just "What is X?"
+- Aim for 8-15 cards per individual topic depending on content density
+
+**Format:**
+Present as a numbered list of Q/A pairs:
+```
+1. Q: [Question]
+   A: [Answer]
+```
+
+## 3. Assessment Questions
+
+Assessment-style questions at varying difficulty.
+
+**Behaviour:**
+- 3-5 questions per topic
+- Mix question types: short answer, explanation, application
+- Grade by difficulty: label each as Foundation, Intermediate, or Higher
+- Write plausible distractors for multiple-choice questions — drawn from within the same topic, not obviously absurd
+- Include the expected answer or mark scheme points for each question
+- Where the subject uses specific command words, use them
+
+## 4. Key Terms
+
+A glossary of essential vocabulary for the topic.
+
+**Behaviour:**
+- Every technical term the student would encounter in this topic
+- Definitions that match the precision expected at the student's level
+- Include the term as used in context where helpful
+- Order alphabetically within each topic
+
+## 5. Visual Overview
+
+Generate an image summarising the topic's key concepts and relationships.
+
+**Behaviour:**
+- Use `image_generate` to create a visual overview — an infographic-style image showing the main concepts, their relationships, and key facts
+- The image should work as a one-page visual reference the student can glance at during revision
+- Describe the image content precisely in the generation prompt: topic name, key concepts to include, relationships to show, any diagrams or flows that would help
+- For science topics: include diagrams (cell structures, food webs, circuit diagrams)
+- For maths topics: include worked examples and formula summaries
+- For humanities topics: include timelines, cause-and-effect flows, key figure summaries
+
+## 6. Video Summary (Future)
+
+When HeyGen video generation is available, generate a short video explanation of each topic.
+
+**Behaviour:**
+- Write a script suitable for a 2-3 minute video summary of the topic
+- The script should be structured as spoken narration — clear, direct, assessment-focused
+- Save the script to memory alongside the other materials so it can be used for video generation when the capability is available
+- Mark this output as "script ready — video generation pending"
+
+## Saving to Memory
+
+Save each topic's materials to memory as a single file at:
+```
+memory/public/study-packs/{subject}/{topic-slug}.md
+```
+
+Use a consistent structure within each file:
+```
+# {Topic Name}
+
+## Summary
+...
+
+## Flashcards
+...
+
+## Assessment Questions
+...
+
+## Key Terms
+...
+
+## Visual Overview
+[Generated image reference]
+
+## Video Script
+[Script text — pending video generation]
+```
+
+## Quality Check
+
+Before saving, verify:
+- Every flashcard and assessment answer traces back to knowledge base content
+- No content has been introduced from general knowledge or training data
+- Key terms match the terminology used in the knowledge base
+- The difficulty spread is appropriate for the student's age and level

package/payload/platform/plugins/vendors/.claude-plugin/plugin.json

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+{
+  "name": "real-agency-vendors",
+  "description": "Active vendor lifecycle management — communication, updates, valuation booking, and offer negotiation for UK estate agents.",
+  "version": "0.1.0",
+  "author": {
+    "name": "Rubytech LLC"
+  }
+}

package/payload/platform/plugins/vendors/PLUGIN.md

@@ -0,0 +1,34 @@
+---
+name: real-agency-vendors
+description: "Active vendor lifecycle management — communication, updates, valuation booking, and offer negotiation for UK estate agents."
+tools: []
+always: false
+metadata: {"platform":{"optional":true,"embed":["admin"]}}
+---
+
+# Real Agency — Vendor Management
+
+Four skills covering the active vendor lifecycle from valuation enquiry through offer negotiation.
+
+## When to Activate
+
+The user is managing vendor relationships — handling valuation requests, providing updates on viewing activity, preparing vendor reports, or navigating offer presentation and deal negotiation.
+
+## Skills
+
+| Skill | Purpose |
+|-------|---------|
+| `vendor-communication` | Full vendor lifecycle — valuation enquiry through active listing management |
+| `vendor-updates` | Regular reporting on viewing activity, feedback, market conditions |
+| `valuation-booking` | Handle valuation requests — capture details, motivation, timeline, book the visit |
+| `negotiation` | Offer presentation, deal saving, multi-offer scenarios, negotiation preparation |
+
+## Tools Used
+
+No MCP server. Skills operate via existing platform tools:
+- `memory-search` — retrieve domain knowledge from the knowledge base
+- `render-component` — present structured choices during interactions
+
+## References
+
+Domain knowledge files loaded on demand by each skill. See individual skill files for their specific reference listings.

package/payload/platform/plugins/vendors/skills/vendor-communication/SKILL.md

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+---
+name: vendor-communication
+description: "Manage seller relationships — valuation booking, updates, expectations, price alignment, fee conversations, and marketing strategy."
+---
+
+# Vendor Communication
+
+Guides the full vendor lifecycle — from initial valuation enquiry through active listing management, updates, and price conversations.
+
+## When to Activate
+
+Someone is considering selling, asks "how much is my house worth?", requests a valuation/market appraisal, asks about their current listing's performance, or needs guidance on presentation and pricing.
+
+## Reference Table
+
+| Task | When | Reference |
+|------|------|-----------|
+| Seller engagement | New seller enquiry or switching agents | `references/seller-engagement.md` |
+| Valuation booking | Potential seller wants a market appraisal | `references/valuation-booking.md` |
+| Listing & valuation scripts | Prospecting for valuations, appointment dialogue, objection handling | `references/listing-scripts.md` |
+| Fee protection & agenda | Preparing for fee/commission conversations | `references/fee-protection-and-agenda.md` |
+| Vendor updates | Active listing — weekly updates, feedback relay | `references/vendor-updates.md` |
+| Vendor communication scripts | Good news sandwich, negotiation scripts, update best practices | `references/vendor-scripts.md` |
+| Price alignment (principles) | Market feedback suggests pricing adjustment needed | `references/price-alignment.md` |
+| Price alignment scripts | Preparing for hard pricing/fee conversations | `references/price-alignment-scripts.md` |
+| Scenario scripts | Price adjustments, frustrated sellers, win words | `references/scenario-scripts.md` |
+| Negotiation deep guide | Five techniques, interests vs positions, comps | `references/negotiation-deep-guide.md` |
+
+## Key Rules
+
+- Never value a property — only the agent does market appraisals, in person
+- Never discuss fee structure or commission rates directly — the agent handles these
+- Vendors should never feel forgotten — if there's nothing to report, say so (silence is worse)
+- Empathise with frustration but never badmouth previous agents
+- Frame everything around getting the best result for the vendor
+- Respond quickly to valuation requests — they have a short shelf life
+- Follow up if not booked within 48 hours
+- Never give a specific valuation figure by message — always in person after viewing
+- The market appraisal is free and no-obligation — always frame it this way
+- Offers go to the vendor promptly — never wait for the scheduled update
+- Record all updates sent in the vendor profile
+- Never reveal vendor's minimum price to buyers, or buyer's financial details to vendors without consent

package/payload/platform/plugins/vendors/skills/vendor-communication/references/fee-protection-and-agenda.md

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+# Fee Protection & Appointment Agenda
+
+## Fee Protection Framework
+
+**Never lead with fee.** If asked early:
+> "Our fees reflect the marketing investment and negotiation expertise we bring. I'd rather show you what we do first — then you can decide if it's worth it."
+
+**The value equation:**
+- It's not what you pay the agent — it's what you NET after the sale
+- A cheaper agent who gets you £10k less is the most expensive agent you ever hired
+- Frame fee as investment in outcome, not cost of service
+
+**If pressed to reduce:**
+1. Show what's included at full fee
+2. Show what would be removed at reduced fee
+3. Let them choose — don't just discount
+
+## Valuation Appointment Agenda
+
+1. **Welcome & rapport** (5 min) — settle in, compliment the home genuinely
+2. **Property tour** (15-20 min) — let them show you around, ask questions, take notes
+3. **Sit down** (5 min) — transition to the business conversation
+4. **Their situation** (10 min) — motivation, timeline, buying position
+5. **Market context** (10 min) — comparable evidence, local market conditions
+6. **Your approach** (10 min) — marketing plan, photography, portals, database, social media
+7. **Pricing recommendation** (5 min) — backed by evidence, range if appropriate
+8. **Fee & terms** (5 min) — clear, confident, no apology
+9. **Next steps** (5 min) — what happens if they instruct today