01 / Prepare
Choose the topic and make space for it.
Start with the learner’s current school work and the actual instructions. Gather the book, notes, or materials needed for one topic. Choose a place where the learner can use them comfortably and agree on a realistic stopping point.
Ask what they think the task is asking and which part feels uncertain. Write a small focus such as explaining a method, understanding a term, or applying an idea to another example.
02 / Begin
Ask for an attempt before adding an explanation.
Invite the learner to show what they already understand. A short answer, a sketch, a worked example, or a description in their own words can reveal a more precise starting point than a general statement that the topic is difficult.
Listen for the point where the reasoning stops being clear. Distinguish an unfamiliar word from a missing idea or an error in a calculation. Choose the next prompt around that specific point.
03 / Support
Offer enough help for the learner to continue.
Ask a question that connects to something visible in the task: what information is given, which part has already been solved, or what a diagram shows. If you give an example, explain the relevant connection rather than simply supplying the final answer.
After a prompt, leave room for another attempt. Ask the learner to describe why a step makes sense. If the explanation remains unclear, return to a simpler representation or a nearby example before increasing the amount of work.
04 / Review
Look for understanding you can describe.
At the end, ask for the key idea in the learner’s own words or offer a small related task. Notice which parts they can do independently and where a prompt is still needed. Keep the review connected to the original focus.
Write a short note about what became clearer and what remains uncertain. Avoid treating one response as a complete judgement of ability. Use it to choose a useful place to begin another session.
05 / Continue
Fit the next step to the real week.
Place the next focus alongside school work and the family’s other commitments. The example week on the homepage suggests possible purposes for sessions; it is not a requirement to study every listed day.
If a question needs input from the school, keep a clear account of the task and the point of uncertainty for that conversation. Let the plan change as new information arrives.