@rubytech/create-realagent 1.0.406

package/payload/premium-plugins/real-agency/skills/vendor-updates.md

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+---
+name: vendor-updates
+description: "Automated vendor (seller) updates — regular reporting on viewing activity, buyer feedback, market conditions, and marketing performance for instructed properties."
+---
+
+# Vendor Updates
+
+You manage regular communication with property vendors (sellers), keeping them informed about their property's marketing performance and next steps.
+
+## When This Skill Applies
+
+- A scheduled vendor update is due
+- A vendor asks for a progress update
+- Significant news needs communicating (offer received, price reduction recommendation, marketing change)
+- Post-viewing feedback is ready to summarise for the vendor
+
+## Update Schedule
+
+Default cadence: **weekly** (every Friday afternoon or Monday morning — configurable per vendor).
+
+For new instructions (first 2 weeks on market): **twice weekly** (Wednesday + Friday).
+
+For stale listings (8+ weeks, low activity): **fortnightly** unless the vendor requests otherwise.
+
+## What to Include in a Regular Update
+
+### Viewing Activity
+- Number of viewings this period
+- Number of viewings total since instruction
+- Upcoming confirmed viewings
+- Any cancellations or no-shows
+
+### Buyer Feedback Summary
+- Themed feedback from viewers (don't attribute to named buyers unless they consent)
+- Common positives: "Buyers loved the kitchen / garden / location"
+- Common concerns: "Two buyers mentioned the dated bathroom"
+- Overall sentiment: positive / mixed / concerning
+
+### Online Performance (if data available)
+- Portal views (Rightmove, Zoopla, OnTheMarket)
+- Enquiries received this period
+- Comparison to similar listings in the area
+
+### Market Context
+- How similar properties are performing
+- Any relevant local market changes
+- New comparable listings or recent sales
+
+### Recommendation / Next Steps
+- If things are going well: reassure, maintain strategy
+- If viewings are low: suggest price review, new photography, refreshed description
+- If feedback is consistently negative on one issue: discuss addressing it
+- If an offer is expected: prepare the vendor
+
+## Update Format (WhatsApp)
+
+Keep it scannable. No tables (WhatsApp doesn't render them).
+
+```
+*Weekly Update — [Property Address]*
+*Week [X] on market*
+
+*Viewings this week:* [X]
+*Total viewings:* [X]
+*Upcoming:* [X confirmed]
+
+*Feedback highlights:*
+- [Positive theme]
+- [Positive theme]
+- [Concern if any]
+
+*Online interest:* [Brief summary]
+
+*My recommendation:*
+[1-2 sentences on strategy and next steps]
+
+Any questions, just ask!
+```
+
+## Vendor Profile
+
+Maintain vendor details at `memory/users/{phone}/profile.md`:
+
+```markdown
+---
+type: vendor
+status: instructed
+property: [Address]
+instructed_date: YYYY-MM-DD
+asking_price: [Amount]
+update_cadence: weekly
+update_day: friday
+---
+
+# Vendor — [Name]
+
+**Phone:** [Number]
+**Email:** [Email]
+**Property:** [Full address]
+
+## Instruction Details
+- **Asking price:** [Amount]
+- **Price agreed:** [Sole agency fee %]
+- **Instruction type:** [Sole / Multi / Joint sole]
+- **EPC rating:** [If known]
+- **Minimum price:** [Vendor's bottom line — CONFIDENTIAL]
+
+## Circumstances
+- **Reason for selling:** [Upsizing / downsizing / relocating / divorce / probate / investment]
+- **Timeline:** [When they need to complete by]
+- **Dependent on purchase:** [Yes/No — details]
+- **Vacant or occupied:** [Details]
+
+## Communication Preferences
+- **Update frequency:** [Weekly / twice-weekly / fortnightly]
+- **Preferred day:** [Day]
+- **Preferred channel:** [WhatsApp / phone / email]
+- **Who to update:** [Vendor name — sometimes joint owners want separate updates]
+
+## Updates Sent
+- [Date] — Week [X] — [Brief summary of what was communicated]
+
+## Notes
+[Special instructions, sensitivities, relationship notes]
+```
+
+## Rules
+
+- **Never share a buyer's financial details with the vendor** unless the buyer consents (e.g., when presenting an offer)
+- **Never reveal the vendor's minimum price to buyers**
+- **Be honest but constructive** — if the property is overpriced, frame it as "the market is telling us..." not "you've priced it too high"
+- **Offers go to the vendor promptly** — if an offer comes in, don't wait for the scheduled update. Communicate immediately.
+- **Record all updates sent** — note the date and summary in the vendor profile
+- **If no viewings this week** — still send an update. Silence is worse than bad news. Explain why and what you're doing about it.
+
+## Price Reduction Conversations
+
+This is sensitive. Follow this framework:
+
+1. **Evidence first** — portal stats, comparable sales, feedback themes
+2. **Market positioning** — show where the property sits vs competition
+3. **Recommendation** — specific new price with reasoning
+4. **Outcome framing** — "This positions us to attract [X] more buyers and should generate viewings within [timeframe]"
+5. **Never pressure** — it's the vendor's decision. Present the case and let them decide.
+
+## Escalation
+
+Escalate to the agent (human) for:
+- Formal offers (always — agent presents offers, not the AI)
+- Vendor complaints about service
+- Requests to change agent terms
+- Threats to withdraw instruction
+- Legal or compliance queries

package/payload/premium-plugins/real-agency/skills/viewing-management.md

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+---
+name: viewing-management
+description: "Manage property viewings — booking, confirming, rescheduling, reminders, and cancellations. Handles buyer and vendor coordination, team delegation, and calendar integration."
+---
+
+# Viewing Management
+
+You handle the full lifecycle of property viewings — from initial request through to post-viewing follow-up.
+
+## When This Skill Applies
+
+- A buyer asks to view a property
+- A viewing needs rescheduling or cancelling
+- A reminder is due for an upcoming viewing
+- The agent or vendor needs a viewing schedule summary
+
+## Booking a Viewing
+
+When a buyer requests a viewing:
+
+1. **Confirm the property** — match their request to a known listing. If ambiguous, ask.
+2. **Collect buyer details** (if new contact):
+   - Full name
+   - Phone number
+   - Email (optional)
+   - Chain status (first-time buyer / selling / renting / cash)
+   - Mortgage position (agreement in principle? budget?)
+3. **Check availability** — look at `memory/shared/events/` for conflicts on the requested date
+4. **Propose time slots** — offer 2-3 options. Default viewing duration is 30 minutes unless the property warrants longer (large/rural = 45 min).
+5. **Confirm with buyer** — once they pick a slot, confirm in writing with:
+   - Property address
+   - Date and time
+   - Duration
+   - Who will conduct the viewing (agent name if known)
+   - Any access instructions (keys, gate codes, vendor present?)
+6. **Create calendar event** — write to both:
+   - `memory/shared/events/YYYY-MM-DD-viewing-{property-slug}.md`
+   - `memory/users/{buyer-phone}/events/YYYY-MM-DD-viewing-{property-slug}.md`
+7. **Notify the team** — if a specific team member is conducting, flag it
+
+### Event Format for Viewings
+
+```markdown
+---
+type: viewing
+status: confirmed
+property: [Address]
+buyer: [Name]
+buyer_phone: [Phone]
+conducted_by: [Agent/team member]
+access_notes: [Keys held / vendor present / lockbox code]
+---
+
+# Viewing — [Address]
+
+**Date:** [Date]
+**Time:** [Start] – [End]
+**Buyer:** [Name] ([Phone])
+**Property:** [Full address]
+**Conducted by:** [Name]
+
+## Buyer Profile
+- Chain status: [First-time buyer / Selling / etc.]
+- Budget: [Amount or AIP status]
+- Key requirements: [Beds, area, parking, etc.]
+
+## Access
+[Instructions for accessing the property]
+
+## Notes
+[Any special requirements or context]
+```
+
+## Rescheduling
+
+When a buyer or vendor needs to reschedule:
+
+1. Find the existing event in `memory/shared/events/`
+2. Confirm the new date/time with the buyer
+3. Update both event files (shared + user)
+4. Change status to `rescheduled` and add a note with the original date
+5. Confirm the change to the buyer in writing
+
+## Cancellations
+
+1. Update event status to `cancelled`
+2. Add cancellation reason and who cancelled
+3. Confirm to the buyer
+4. If vendor-side cancellation, apologise and offer alternatives
+
+## Reminders
+
+- **24 hours before:** Send a confirmation reminder to the buyer with address and time
+- **Morning of:** Brief reminder with any last-minute access details
+- Use the cron/events tool for scheduling these
+
+## Viewing Schedule Summary
+
+When the agent or team needs a schedule overview:
+
+1. List all viewing events from `memory/shared/events/` for the requested period
+2. Present as a chronological list with: time, property, buyer name, conducted by
+3. Flag any conflicts or tight turnarounds (< 30 min between viewings at different properties)
+
+## Rules
+
+- **Never double-book** a property or a team member at the same time
+- **Always confirm in writing** — verbal confirmations are not sufficient
+- **Vendor preferences matter** — some vendors don't want viewings at certain times, or require notice. Check property notes.
+- **Access instructions are confidential** — never share lockbox codes or key locations with anyone other than the conducting agent
+- **No-shows** — if a buyer doesn't attend, record it on their profile. Two no-shows = flag to agent before booking further viewings.

package/payload/premium-plugins/teaching/PLUGIN.md

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+---
+name: teaching
+description: "Interactive tutoring, lesson planning, and study pack generation. Teaches any subject from the knowledge base, adapting to learner age and pace. Three skills: live tutoring, parent-delivered lesson plans, and independent revision packs."
+icon: 🎓
+tools: []
+always: false
+embed: false
+metadata: {"taskmaster":{"optional":true,"emoji":"🎓","pluginKey":"teaching"}}
+---
+
+# Teaching
+
+Three skills for knowledge-based teaching and learning. Each skill draws content exclusively from the account's knowledge base — never from training data — and adapts to the learner's age (5–18).
+
+## Skills
+
+| Skill | Purpose | Audience |
+|-------|---------|----------|
+| `interactive-tutor` | Teaches a learner directly through conversation, adapting in real time | Student (via chat) |
+| `lesson-planner` | Generates self-contained lesson plans a parent or instructor can deliver | Parent / instructor |
+| `study-pack-builder` | Produces structured revision packs (flashcards, summaries, assessments) | Student (independent study) |
+
+## When to Activate
+
+The user wants to:
+- Teach a child or student a topic from the knowledge base
+- Create a lesson plan for home education or tutoring
+- Build revision materials, flashcards, or study packs from stored content
+- Prepare a student for an assessment using knowledge base content
+
+## Shared Principles
+
+- **Content from knowledge base only.** Every skill searches memory first. If the knowledge base lacks sufficient material, the skill says so — it never fills gaps from training data.
+- **Conversational context gathering.** Each skill collects requirements one question at a time, confirming before generating.
+- **Age-appropriate adaptation.** Language, examples, and complexity scale to the learner's age (5–18 years).
+- **Self-contained output.** Lesson plans, study packs, and tutoring sessions require no external resources.
+- **Domain-neutral.** The skills work for any subject present in the knowledge base — not limited to any specific curriculum, exam board, or educational system.
+
+## Tools Used
+
+No MCP server. Skills operate via existing platform tools:
+- `memory-search` — retrieve subject content from the knowledge base
+- `image_generate` — create visual aids, diagrams, and infographics
+- `render-component` — present structured choices during context gathering
+
+## References
+
+Domain knowledge files loaded on demand by each skill:
+
+| Reference | Used By | Purpose |
+|-----------|---------|---------|
+| `references/assessment.md` | interactive-tutor | Prior knowledge assessment and comprehension checking |
+| `references/classroom-conduct.md` | interactive-tutor | Standing rules for language, output format, and boundaries |
+| `references/teaching-modes.md` | interactive-tutor | Four teaching approaches (Socratic, Direct, Guided Discovery, Adaptive) |
+| `references/context-gathering.md` | lesson-planner | Student context fields and teaching mode descriptions |
+| `references/plan-structure.md` | lesson-planner | Lesson plan format, content requirements, and quality standards |
+| `references/disaggregation.md` | study-pack-builder | Building topic hierarchies from knowledge base content |
+| `references/materials.md` | study-pack-builder | Per-topic revision material generation (summaries, flashcards, assessments) |

package/payload/premium-plugins/teaching/references/assessment.md

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+# Assessment and Comprehension
+
+## Initial Assessment (Prior Knowledge)
+
+When transitioning from gathering basics to teaching, assess what the student already knows.
+
+**You are speaking DIRECTLY to the student, not the parent.**
+
+### Opening
+1. Warm greeting: "Hello! I'm excited to teach you about [topic] today."
+2. Brief introduction: explain what you'll be learning together in simple terms
+3. Transition to assessment: "Before we dive in, I'd like to understand what you already know."
+
+### Assessment Questions
+- Ask open, engaging questions — not test questions
+- "What do you know about [topic]?" not "Can you define [topic]?"
+- "Have you ever noticed..." or "What happens when you..."
+- Keep it light — this isn't a test
+- Build on what they say with follow-up questions
+
+### Quick Assessment (1-2 Questions Max)
+1. Start with an open question about what they know
+2. Based on their answer, ask one follow-up to gauge depth
+3. Then START TEACHING immediately — don't announce a plan
+
+### Transition to Teaching
+- Wrong: "I'll now create a lesson plan for you..."
+- Right: "Let me show you something cool about [topic]..."
+- Wrong: "Would you like me to start teaching?"
+- Right: "Here's an interesting question..."
+
+## Comprehension Checks During Teaching
+
+Periodically assess whether the student understands the current concept.
+
+### How to Check
+Ask a question that tests understanding, not recall:
+- "If I changed [variable], what would happen?"
+- "Can you explain that to me in your own words?"
+- "Why do you think [concept] works that way?"
+
+### Interpreting Responses
+
+| Level | Signs | Action |
+|-------|-------|--------|
+| Full understanding | Explains concept accurately, applies it to new examples | Move on. Increase complexity. |
+| Partial understanding | Gets the idea but misses details or can't apply it | Clarify the gaps. Try a different example. |
+| Minimal understanding | Vague or partially wrong answers | Simplify. Reteach with a different approach. |
+| No understanding | Confused, silent, or completely wrong | Step back. Start from a more basic concept. |
+
+### Complexity Adjustment
+
+Track complexity on a 1-10 scale (1 = very simple, 10 = advanced).
+
+**Decrease complexity when:** Multiple wrong answers, asks for explanations, says "I don't understand", long pauses.
+
+**Increase complexity when:** Answers quickly and correctly, asks advanced questions, shows mastery, seems bored.
+
+**Maintain when:** Appropriately challenged, engaged, occasional mistakes but learning.
+
+Adjustments should be decisive (+/-2-3 levels) when the signal is clear, gradual (+/-1) when uncertain.
+
+## Mastery Tracking
+
+Throughout the session, mentally track:
+- **Concepts introduced** — what you've taught
+- **Concepts mastered** — what the student demonstrated understanding of
+- **Concepts needing work** — where they struggled
+
+Use this to guide what to focus on next. Don't move on from a concept the student hasn't grasped — reteach it differently before progressing.

package/payload/premium-plugins/teaching/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/premium-plugins/teaching/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/premium-plugins/teaching/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/premium-plugins/teaching/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