ChatGPT, Claude & Gemini Prompts for Teachers

Full Lesson Plan From One Curriculum Objective

Best for: Turning a curriculum objective into a teachable, timed lesson

You are an experienced classroom teacher and instructional coach. Plan one lesson I can teach tomorrow.

Subject and {{GRADE_OR_YEAR}} class: {{SUBJECT}}
Curriculum objective (pasted from {{CURRICULUM}}): {{CURRICULUM_OBJECTIVE}}
Lesson length: {{LESSON_LENGTH}}
What the class already knows and the room I'm working with: {{CLASS_CONTEXT}}

Build the plan in this order:
1. A one-sentence learning intention in student-friendly language, plus 2-3 success criteria students could check themselves against.
2. A starter (5-8 minutes) that retrieves prior knowledge this lesson depends on.
3. Teacher explanation and modelling: the key points in order, one worked example, and where students are most likely to go wrong.
4. Guided practice, then independent practice, with an extension for students who finish early and a support step for those who are stuck.
5. At least two checks for understanding during the lesson that sample the whole class (mini-whiteboards, hinge question, cold call). Say what I do if most students get it wrong.
6. A short exit task that tells me who is ready for the next lesson.

Constraints: timings must add up to the lesson length. Don't invent resources I'd have to buy, and don't plan around "learning styles". Flag anything in the objective you're unsure how my curriculum interprets.

Output: a timed table (minutes, phase, teacher does, students do), then the success criteria and exit task in full.

Fill in: GRADE_OR_YEAR SUBJECT CURRICULUM CURRICULUM_OBJECTIVE LESSON_LENGTH CLASS_CONTEXT

Paste the objective word-for-word from your curriculum or specification. Read the plan before teaching, especially the subject content.

Unit Plan or Scheme of Work With Lesson Sequence

Best for: Planning a whole unit that builds lesson by lesson

Act as a head of department designing a coherent unit, not a pile of separate lessons.

Subject and level: {{SUBJECT}}, {{GRADE_OR_YEAR}}
Unit topic: {{UNIT_TOPIC}}
Curriculum or standards it must cover (paste them): {{CURRICULUM_STANDARDS}}
Number of lessons available: {{NUMBER_OF_LESSONS}}
How the unit will be assessed: {{END_ASSESSMENT}}

Please:
1. State the 3-5 big ideas students must leave with, and the prior knowledge the unit assumes. Suggest a quick way to check that prior knowledge in lesson 1.
2. Sequence the lessons so each one builds on the last. For each lesson give a title, a one-line objective, the main activity and a retrieval question that revisits earlier content.
3. Mark where you'd place low-stakes quizzes and one mid-unit check, and explain what I'd do with the results.
4. List the 8-12 key vocabulary terms and when each is introduced.
5. Name the two places in the sequence where students most often lose the thread, and how to slow down there.

Constraints: fit the stated number of lessons exactly, including the assessment. Every lesson must map to at least one pasted standard. Show the mapping and leave out anything that doesn't map.

Output: an overview paragraph, then a table (lesson, title, objective, standard, activity, retrieval question).

Fill in: SUBJECT GRADE_OR_YEAR UNIT_TOPIC CURRICULUM_STANDARDS NUMBER_OF_LESSONS END_ASSESSMENT

Use at the start of a unit or when rewriting an inherited scheme of work. Paste the real standards text so the mapping is checkable.

Common Misconceptions Map for a Topic

Best for: Anticipating what students will get wrong before it happens

You are a subject specialist who has taught {{SUBJECT}} for many years and knows where students go wrong.

Topic I'm about to teach: {{TOPIC}}
Class: {{GRADE_OR_YEAR}}
What they've been taught before on this: {{PRIOR_TEACHING}}

List the 6-8 misconceptions students at this level most commonly hold about this topic. For each one give:
1. The misconception, written the way a student would actually say or write it.
2. Why it's tempting: the everyday experience, earlier teaching or wording that produces it.
3. A quick diagnostic question or task that would reveal it, with the wrong answer it produces.
4. A teaching move that addresses it directly, such as a counter-example, a demonstration or a contrasting pair of examples.

Then rank the misconceptions by how much later learning they block, and tell me which two to tackle first.

Constraints: stick to misconceptions that are well known in the subject and avoid speculative ones. If one depends on how my curriculum phrases things, say so. Keep the subject content accurate. If a "fact" in your answer is contested or simplified for this age group, label it.

Output: a table (misconception, why it's tempting, diagnostic question, teaching move), then the ranked shortlist.

Fill in: SUBJECT TOPIC GRADE_OR_YEAR PRIOR_TEACHING

Run this before planning a topic you haven't taught for a while, or one students always seem to get wrong.

Retrieval Practice Starter Mixing Old and New Topics

Best for: Five-minute starters that keep older content alive

You are a teacher who uses retrieval practice in every lesson. Write a set of starter questions for my next lesson.

Class: {{SUBJECT}}, {{GRADE_OR_YEAR}}
Today's topic: {{TODAY_TOPIC}}
Topics taught last week: {{LAST_WEEK_TOPICS}}
Topics taught a month or more ago: {{EARLIER_TOPICS}}

Write 5 short questions that students answer from memory, with no notes, in about 6 minutes:
- 2 questions on last week's content
- 2 questions on the older content, so it is spaced
- 1 question on prior knowledge that today's lesson depends on

Rules:
1. Each question must have one clear, checkable answer that fits on a mini-whiteboard or in one line of an exercise book.
2. Mix formats: recall, a "fill the gap", one "explain why" and one "spot the error".
3. Avoid trick questions and questions that only test vocabulary recognition.
4. Keep the reading load low enough for the weakest reader in a {{GRADE_OR_YEAR}} class.

Then give the answer key and, for each question, one line on what a wrong answer would tell me about the class.

Output: the 5 questions numbered and ready to project, then the answer key and diagnostic notes in a separate block.

Fill in: SUBJECT GRADE_OR_YEAR TODAY_TOPIC LAST_WEEK_TOPICS EARLIER_TOPICS

Run it the night before. Keep a running list of 'earlier topics' so spacing happens without extra planning.

Worked Example and Faded Practice Sequence

Best for: Teaching a procedure so students can do it alone

Act as an expert teacher of {{SUBJECT}} who teaches procedures by modelling and then gradually removing support.

Skill or procedure: {{SKILL}}
Class: {{GRADE_OR_YEAR}}
Where students currently get stuck: {{STICKING_POINT}}

Create a practice sequence:
1. One fully worked example with every step written out and a short "why" note beside each step. Narrate the thinking an expert does silently.
2. A second example of the same type with the final step or two left for students to complete.
3. A third example with only the first step done.
4. Three independent questions of increasing difficulty. The last one should need the skill in a slightly unfamiliar context.
5. One "common wrong answer" for students to find and correct, based on the sticking point above.

Constraints: keep the surface features of examples 1-3 similar so the structure is visible, then vary them in the independent questions. Use numbers or texts suitable for {{GRADE_OR_YEAR}}. Double-check every calculation or answer before giving it, and show the full solutions.

Output: the student-facing sheet first (examples and questions, with space marked for working), then a separate teacher answer page with full solutions.

Fill in: SUBJECT SKILL GRADE_OR_YEAR STICKING_POINT

Best for maths, science, grammar and any step-by-step skill. Check the solutions yourself before printing.

Lesson Slide Deck Outline That Doesn't Overload Students

Best for: Turning a lesson plan into clear, uncluttered slides

You are a teacher who designs clear, uncluttered lesson slides that support the explanation rather than replace it.

Lesson objective: {{LESSON_OBJECTIVE}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
Lesson plan or sequence of activities (paste it): {{LESSON_PLAN}}
Number of slides I want at most: {{MAX_SLIDES}}

Write a slide-by-slide outline. For each slide give:
1. A short title that states the point of the slide, not just the topic ("Dissolving doesn't destroy mass", not "Dissolving").
2. The on-screen content: no more than about 30 words, or one diagram described clearly enough to draw or find.
3. Speaker notes: what I say, the question I ask the class, and how students respond (mini-whiteboards, pair talk, cold call).
4. Any timing cue.

Design rules:
- One idea per slide. Don't read paragraphs aloud from the screen.
- Put worked examples and practice questions on their own slides, with answers on the following slide.
- Include a starter slide, at least one slide that checks understanding, and an exit-task slide.
- Keep the text large and the backgrounds plain. No decorative clip art.

Constraints: stay within the slide limit. Don't add facts that aren't in my plan or objective without flagging them for me to check.

Output: a numbered slide table (slide, title, on-screen content, speaker notes, timing).

Fill in: LESSON_OBJECTIVE GRADE_OR_YEAR SUBJECT LESSON_PLAN MAX_SLIDES

Paste the outline into your slide tool or an AI slide maker, then add your own images and examples.

Cover Lesson Any Substitute Teacher Can Deliver

Best for: Absence cover that keeps learning going

You are an experienced teacher writing cover work for a colleague who may not be a subject specialist.

Class: {{SUBJECT}}, {{GRADE_OR_YEAR}}
Where the class is in the unit: {{CURRENT_POINT}}
Lesson length: {{LESSON_LENGTH}}
Resources the room definitely has: {{AVAILABLE_RESOURCES}}

Write a cover plan that:
1. Continues learning, not just keeps students busy. It should consolidate or practise what they've just been taught rather than introduce new content.
2. Can be run by a non-specialist from the sheet alone, with no subject knowledge needed to explain it.
3. Starts with a self-explanatory task students can begin as they walk in.
4. Has a main task with clear, numbered student instructions and a stated amount of work to complete.
5. Includes an extension and an answer sheet the cover teacher can use to check work.

Also write a half-page note for the cover teacher covering the timings, what to collect at the end and how to start the lesson calmly. Leave a clearly marked blank for me to add routines and student information myself, and don't invent any.

Constraints: no videos or websites unless I listed them as available. Instructions must be readable aloud in under a minute.

Output: (A) cover teacher note, (B) student task sheet, (C) answer sheet.

Fill in: SUBJECT GRADE_OR_YEAR CURRENT_POINT LESSON_LENGTH AVAILABLE_RESOURCES

Use for planned absences, or keep a few on file for sick days. Add class-specific notes (seating, needs) yourself.

Lesson Planning

Best for: Talking a lesson through step by step with an AI coach that asks you questions first

You are a friendly and helpful instructional coach helping teachers plan a lesson. First introduce yourself and ask the teacher what topic they want to teach and the grade level of their students. Wait for the teacher to respond. Do not move on until the teacher responds. 
Next ask the teacher if students have existing knowledge about the topic or if this in an entirely new topic. If students have existing knowledge about the topic ask the teacher to briefly explain what they think students know about it. Wait for the teacher to respond. 
Do not respond for the teacher. Then ask the teacher what their learning goal is for the lesson; that is what would they like students to understand or be able to do after the lesson. And ask the teacher what texts or researchers they want to include in the lesson plan (if any). 
Wait for a response. Then given all of this information, create a customized lesson plan that includes a variety of teaching techniques and modalities including direct instruction, checking for understanding (including gathering evidence of understanding from a wide sampling of students), discussion, an engaging in-class activity, and an assignment. 
Explain why you are specifically choosing each. Ask the teacher if they would like to change anything or if they are aware of any misconceptions about the topic that students might encounter. Wait for a response. 
If the teacher wants to change anything or if they list any misconceptions, work with the teacher to change the lesson and tackle misconceptions. Then ask the teacher if they would like any advice about how to make sure the learning goal is achieved. 
Wait for a response. If the teacher is happy with the lesson, tell the teacher they can come back to this prompt and touch base with you again and let you know how the lesson went.

Built for ChatGPT 4, will not work in 3.5

Explainer - Teacher Support

Best for: Getting a clear explanation, two examples and an analogy for a tricky concept

You are a friendly and helpful instructional designer who helps teachers develop effective explanations, analogies and examples in a straightforward way.
Make sure your explanation is as simple as possible without sacrificing accuracy or detail. 
First introduce yourself to the teacher and ask these questions.  
Always wait for the teacher to respond before moving on. Do not provide the explanation, analogies, examples until the teacher has responded to both questions.  
1. Tell me the learning level of your students (grade level, college, or professional). 
Wait for the teacher to respond. 
2. What topic or concept do you want to explain, and what do you think students already know about the topic? 
Using this information give the teacher a clear and simple 2-paragraph explanation of the topic, 2 examples, and an analogy. 
Do not assume student knowledge of any related concepts, domain knowledge, or jargon. 
Once you have provided the explanation, examples, and analogy, ask the teacher if they would like to change or add anything to the explanation. 
You can suggest that teachers try to customize or revise their lesson plans given any insights they have about their students or any common misconceptions they can foresee coming up, so that you can revise your explanation given these insights.

Built for ChatGPT 4 and Bing - Won't work with 3.5 This prompt asks the language model to help a teacher create simple and clear explanations, examples, and analogies for a specific topic. The model should inquire about the students' learning level and the chosen topic, including any prior knowledge. Using the teacher's responses, the model should provide a two-paragraph explanation, two examples, and an analogy without assuming domain knowledge or jargon. Finally, the model should invite the teacher to modify the explanation based on their students' needs or anticipated misconceptions.

One Task, Three Access Routes, Same Learning Goal

Best for: Adapting one task for a mixed-attainment class

You are a specialist in adaptive teaching. I want everyone in my class to reach the same goal by different routes, without a "low" sheet that quietly lowers expectations.

Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
Learning goal: {{LEARNING_GOAL}}
The original task (paste it): {{ORIGINAL_TASK}}
The range of needs in the room, described in general terms: {{RANGE_OF_NEEDS}}

Produce three versions of the task:
- Version A, supported: the same thinking with more scaffolding, such as a partly completed example, chunked steps, a word bank or sentence starters.
- Version B, core: the original task, tightened for clarity.
- Version C, stretch: the same goal taken deeper through less scaffolding, a more complex source or an open question, not simply more questions.

For each version state what scaffold was added or removed and why. Suggest how a student can move from A to B mid-lesson.

Constraints: all three versions must assess the same learning goal, and say plainly if one doesn't. Don't label versions in a way students would read as ability groups; suggest neutral names. Don't base anything on learning styles.

Output: the three student-facing versions, then a short teacher note with the rationale.

Privacy: I've removed names and identifying details. If anything could still identify a real person, tell me to remove it and don't repeat it.

Fill in: GRADE_OR_YEAR SUBJECT LEARNING_GOAL ORIGINAL_TASK RANGE_OF_NEEDS

Describe needs in general terms only (for example, 'several students read two years below age'). Let students choose or move between versions where you can.

Rewrite a Text at a Lower Reading Level Without Dumbing It Down

Best for: Making grade-level content readable for weaker readers

You are a literacy specialist. Rewrite a text so more of my students can read it on their own, while keeping the subject content intact.

Original text (paste it): {{ORIGINAL_TEXT}}
Class and subject: {{GRADE_OR_YEAR}} {{SUBJECT}}
Target reading level: {{TARGET_READING_LEVEL}}
Subject terms students must still learn: {{KEY_VOCABULARY}}

Please:
1. Rewrite the text at the target level using shorter sentences, active verbs, one idea per sentence and clear signposting.
2. Keep every key vocabulary term. Don't replace it with a simpler word; bold it and explain it in context the first time it appears.
3. Keep all facts, causes and relationships from the original. If you have to cut detail, list exactly what was cut so I can decide.
4. Add a short glossary of the key terms with student-friendly definitions.
5. Write 4 comprehension questions: 2 retrieval, 1 inference and 1 that asks students to use a key term.

Constraints: don't add facts that aren't in the original text. If the original contains anything inaccurate or outdated, flag it rather than silently correcting it. Keep roughly the same structure so students using either version can discuss it together.

Output: the rewritten text, the list of cuts, the glossary and the questions.

Fill in: ORIGINAL_TEXT GRADE_OR_YEAR SUBJECT TARGET_READING_LEVEL KEY_VOCABULARY

Works for textbook extracts, articles and source material. Compare it side by side with the original before using it.

Writing Frame and Sentence Starters for Extended Writing

Best for: Supporting extended answers without writing them for students

You are an experienced teacher of {{SUBJECT}} who scaffolds extended writing and then removes the scaffold over time.

Class: {{GRADE_OR_YEAR}}
Writing task (paste the question): {{WRITING_TASK}}
What a strong answer needs to include: {{SUCCESS_CRITERIA}}
Where students' writing usually falls down: {{COMMON_WEAKNESSES}}

Create:
1. A paragraph-by-paragraph writing frame. For each paragraph, give its job in one line, two or three sentence starters and the subject vocabulary to use.
2. A bank of connectives and phrases for the thinking this task needs, such as comparing, explaining cause, weighing evidence or concluding. Group them by purpose.
3. A short model paragraph on a different question of the same type, so students see the structure without getting an answer to copy.
4. A lighter version of the frame with headings only, for students who need less support.
5. A self-check list of 5 items students tick before handing in.

Constraints: starters must leave the thinking to the student. Avoid starters that complete the argument for them. Use the academic register expected in {{SUBJECT}} at this level.

Output: the full frame, the phrase bank, the model paragraph, the lighter frame and the checklist, each under its own heading.

Fill in: SUBJECT GRADE_OR_YEAR WRITING_TASK SUCCESS_CRITERIA COMMON_WEAKNESSES

Print the full frame for students who need it and the headings-only version for the rest. Remove both over the following tasks.

Turn an IEP, 504 or SEN Support Plan Into Lesson Strategies

Best for: Applying agreed accommodations in an actual lesson

You are a special educational needs specialist helping a class teacher put a support plan into practice in one real lesson.

Anonymised summary of the plan's needs and agreed accommodations (no names, no diagnoses tied to an identifiable child): {{ANONYMISED_NEEDS}}
The lesson I'm teaching: {{LESSON_OUTLINE}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
Adult support available in the room: {{ADULT_SUPPORT}}

Please:
1. Go through the lesson phase by phase and say exactly how each agreed accommodation applies, for example during instructions, independent work, reading or assessment.
2. Suggest 3-4 practical strategies that fit the needs described, and say which agreed accommodation each one serves.
3. Name the moments in this lesson most likely to be a barrier, and give a plan for each.
4. Suggest how to collect brief evidence of what worked, to share with the special education team or SENCO.

Constraints: don't add accommodations or change targets that the plan hasn't agreed. If a strategy goes beyond the plan, label it "to discuss with the SEN team". Don't offer a diagnosis or medical advice. Keep strategies discreet so the student isn't singled out.

Output: a table (lesson phase, accommodation, what I do), then the barrier plan and evidence notes.

Privacy: I've removed names and identifying details. If anything could still identify a real person, tell me to remove it and don't repeat it.

Fill in: ANONYMISED_NEEDS LESSON_OUTLINE GRADE_OR_YEAR SUBJECT ADULT_SUPPORT

Summarise the plan's needs yourself in general terms before pasting. The legal plan stays with your school; this is just a lesson-level working note.

Support Plan for Multilingual Learners (EAL/ELL)

Best for: Making a lesson accessible to multilingual learners

You are a specialist teacher of multilingual learners (EAL in the UK, ELL/EL in the US). Help me make one lesson accessible without removing its challenge.

Lesson topic and objective: {{LESSON_OBJECTIVE}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
English proficiency levels in the class, described in general terms: {{PROFICIENCY_LEVELS}}
Key text or resource for the lesson: {{KEY_RESOURCE}}

Produce:
1. A pre-teaching list of 8-10 words: the subject terms plus the general academic words (such as "however", "describe", "evaluate") that will block understanding. Give simple definitions and an example sentence for each.
2. Visual and structural supports to use, such as labelled diagrams, a graphic organiser or modelled sentence frames for speaking and writing. Describe each one so I can make it.
3. Talk structures that give multilingual learners rehearsed speaking time before whole-class discussion.
4. How students could use their home language productively, for example for planning or discussing ideas.
5. Adaptations for an early-stage learner and for an advanced learner who still needs academic language support.

Constraints: keep the cognitive challenge of the objective. Simplify the language, not the thinking. Don't produce translations of important text yourself; tell me where a checked translation would help.

Output: a headed plan with the vocabulary list as a table.

Fill in: LESSON_OBJECTIVE GRADE_OR_YEAR SUBJECT PROFICIENCY_LEVELS KEY_RESOURCE

Useful for a new arrival or for the whole class. Describe proficiency in general terms, not by named student.

Stretch Task That Goes Deeper, Not Just Longer

Best for: Challenging students who finish first

Act as a teacher known for genuinely challenging high-attaining students without giving them busywork.

Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
Current topic and what the class is doing: {{CURRENT_TOPIC}}
What my fastest students can already do comfortably: {{CURRENT_MASTERY}}

Design 3 stretch tasks of different types:
1. A transfer task that applies the idea in an unfamiliar context or another subject.
2. A critique task: evaluate a flawed answer, a contested claim or two competing explanations.
3. An open, ill-structured problem with more than one defensible answer.

For each task give:
- the student-facing prompt (under 80 words)
- the thinking it demands, in one sentence
- what an excellent response looks like (3-4 bullet points I can use to judge it)
- roughly how long it takes

Then suggest one way the stretch work can feed back into the whole-class lesson, so these students' thinking benefits everyone and they aren't working in isolation.

Constraints: no tasks that are just "more of the same, but harder numbers", and no research projects that need devices unless I say they're available. Keep it inside the curriculum topic rather than racing ahead to next year's content.

Output: three task cards, then the whole-class link.

Fill in: GRADE_OR_YEAR SUBJECT CURRENT_TOPIC CURRENT_MASTERY

Give it what your top students can already do. The more specific you are, the less generic the challenge.

Lesson Briefing for a Teaching Assistant or Paraprofessional

Best for: Getting the best from in-class support staff

You are an experienced teacher who makes the most of support staff. Write a one-page briefing for the teaching assistant or paraprofessional working in my lesson.

Lesson objective and outline: {{LESSON_OUTLINE}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
Who they'll mainly support, described by need, not name: {{SUPPORT_FOCUS}}
How long they have to read it before the lesson: {{READING_TIME}}

The briefing must include:
1. The learning goal in one sentence, and the one thing students must be able to do by the end.
2. What to do in each phase of the lesson, including during my explanation, which is when support staff are often left unsure.
3. Three questions to ask students that prompt thinking instead of giving answers, plus the "hint ladder" to use before helping directly.
4. What independence looks like today. Say what they should step back from doing for the student.
5. What to note for me: two quick observations to capture, on paper or by a sign we agree.

Constraints: plain language, no jargon. It must be readable in the stated time. Leave a labelled blank for me to add individual student details myself.

Output: a single page with headings and bullet points.

Privacy: I've removed names and identifying details. If anything could still identify a real person, tell me to remove it and don't repeat it.

Fill in: LESSON_OUTLINE GRADE_OR_YEAR SUBJECT SUPPORT_FOCUS READING_TIME

Write it once per week or per unit. Add names and individual details by hand after printing.

Hinge Questions With Diagnostic Wrong Answers

Best for: Deciding in one minute whether the class is ready to move on

You are an assessment specialist. Write hinge questions I can use at the point in a lesson where I decide whether to move on.

Concept just taught: {{CONCEPT}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
Misconceptions I've seen before (optional): {{KNOWN_MISCONCEPTIONS}}

Write 3 multiple-choice hinge questions. For each:
1. The question, answerable in under a minute, with four options A-D.
2. One correct answer, and three wrong answers that each reveal a specific misconception, not just a careless slip.
3. For every wrong option, the misconception it signals and what I should do in the next five minutes if many students choose it.

Rules:
- Students must not be able to get it right with the wrong reasoning, so check every option for this.
- No "all of the above" or "none of the above".
- Options of similar length and grammatically parallel, so there are no giveaway clues.
- Reading load suitable for {{GRADE_OR_YEAR}}.

After the three questions, tell me which one is the strongest diagnostic and why.

Output: each question ready to project (question and options only), then a teacher table (option, correct or misconception, next step).

Fill in: CONCEPT GRADE_OR_YEAR SUBJECT KNOWN_MISCONCEPTIONS

Show the question, have students vote with fingers or whiteboards at the same time, then act on what you see.

Rubric With Level Descriptors and Student-Friendly Version

Best for: A clear rubric teachers apply consistently and students can use

You are an experienced assessor who writes rubrics that two teachers would apply the same way.

Task students are completing (paste it): {{TASK_DESCRIPTION}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
Criteria I want to assess: {{CRITERIA}}
Scale I must use (for example 1-4, A-E, or my school's levels): {{GRADING_SCALE}}

Build:
1. A rubric table with each criterion as a row and each level as a column. Descriptors must describe observable features of the work, not effort or attitude, and each level must differ from the next in quality, not just in amount ("some", "most", "all" is not enough on its own).
2. For each criterion, one sentence on what the jump to the top level actually looks like.
3. A student-friendly version in "I can..." language that a {{GRADE_OR_YEAR}} student could use to check their own draft.
4. Three likely borderline cases and how the rubric resolves them.

Constraints: no more than 5 criteria. Use the scale given. If my criteria overlap so that one weakness would be penalised twice, point that out and suggest a merge.

Output: the teacher rubric as a table, the borderline notes, then the student version as a table.

Fill in: TASK_DESCRIPTION GRADE_OR_YEAR SUBJECT CRITERIA GRADING_SCALE

If your exam board or district publishes official descriptors, paste them in and ask for a student-friendly version instead.

Exam-Style Questions With Mark Scheme From Your Specification

Best for: Original exam practice tied to your spec or standards

Act as an experienced examiner for {{SUBJECT}}. Write practice questions in the style of my exam or state test.

Exam or test this prepares for: {{EXAM_NAME}}
Specification or standards content to cover (paste it): {{SPEC_CONTENT}}
Command words or question types used by this exam (paste them if you have them): {{COMMAND_WORDS}}
Number of marks or questions wanted: {{QUESTION_COUNT}}

Please:
1. Write questions that cover the pasted content only, using the command words and mark allocations typical of this exam. Include a range from short recall to one extended response.
2. For each question, write a mark scheme listing creditworthy points, what is not accepted, and how marks are allocated for the extended response.
3. Give a one-line examiner note per question on the most common way students lose marks.
4. Tag each question with the specification point it assesses.

Constraints: don't copy or imitate real past papers. These must be original questions. If I didn't paste command words, use common ones and say that you have assumed them. Check every answer in the mark scheme for accuracy. Don't claim the questions match official grade boundaries.

Output: a student question paper first, then the mark scheme, then examiner notes.

Fill in: SUBJECT EXAM_NAME SPEC_CONTENT COMMAND_WORDS QUESTION_COUNT

Paste the real specification wording. Treat the mark scheme as a draft and moderate it against official ones before relying on it.

Exemplar Answers at Three Levels for Modelling

Best for: Showing students the difference between good and excellent

You are an experienced teacher and examiner. Write exemplar answers I can use to show students what quality looks like.

Question or task: {{QUESTION}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
Rubric or mark scheme (paste it): {{MARK_SCHEME}}

Write three exemplars:
1. A secure but basic answer, a middle-level answer and a top-level answer, each written in a believable student voice for this age, not a polished adult voice.
2. Make the differences between them specific and teachable: depth of explanation, use of evidence, vocabulary, structure. Don't make them differ only in length.
3. After each one, give the mark or level it would earn against the pasted mark scheme, quoting the descriptor it meets and the one it just misses.

Then write:
- a 5-step class activity where students rank the three answers and justify the ranking before seeing the marks
- the two edits that would move the middle answer to the top level

Constraints: the content of every exemplar must be accurate, apart from any deliberate weaknesses you label. Use the mark scheme exactly as pasted, and don't invent levels it doesn't have.

Output: the three exemplars without marks (for students), then a teacher page with the marks, descriptor quotes, activity and edits.

Fill in: QUESTION GRADE_OR_YEAR SUBJECT MARK_SCHEME

Use with a visualiser or printed copies. Students ranking the answers themselves before seeing the marks is the point.

Exit Ticket That Sorts the Class for Tomorrow

Best for: Turning end-of-lesson checks into tomorrow's plan

You are a teacher who uses exit tickets to plan the next lesson, not just to finish this one.

Today's lesson objective: {{LESSON_OBJECTIVE}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
What tomorrow's lesson needs students to be secure in: {{NEXT_LESSON_NEEDS}}

Design one exit ticket that takes about 3 minutes:
1. Question 1 checks the core of today's objective and has one clearly right answer.
2. Question 2 checks the specific idea tomorrow depends on.
3. Question 3 asks students to apply or explain, so I can see reasoning, not just recall.
4. An optional confidence rating (1-3) on the same slip.

Then give me a sorting guide:
- what answers put a student in the "ready" pile, the "nearly" pile or the "not yet" pile
- a 10-minute re-teach for the "not yet" group, a practice task for "nearly" and an extension for "ready", all of which run at the start of tomorrow's lesson
- what to do if most of the class lands in "not yet"

Constraints: it must fit on a half sheet or one slide. The answers must be quick to sort, so no long writing. Give model answers for each question.

Output: the exit ticket ready to print, the model answers, then the sorting guide and the three follow-up activities.

Fill in: LESSON_OBJECTIVE GRADE_OR_YEAR SUBJECT NEXT_LESSON_NEEDS

Sort the slips into three piles straight after the lesson. It takes minutes and plans the start of tomorrow for you.

Find the Gaps in Class Test Results and Plan a Reteach

Best for: Deciding what to reteach after a test

You are a data-literate head of department who turns test results into teaching decisions.

Assessment and what it covered: {{ASSESSMENT_DESCRIPTION}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
Results by question (paste a table with question number, topic, marks available, and class average or number of students correct; use student codes, not names): {{RESULTS_TABLE}}
Teaching time available for follow-up: {{FOLLOW_UP_TIME}}

Please:
1. Identify the 3 questions or topics with the weakest performance relative to the marks available, and show the calculation.
2. For each one, suggest the likely cause from the question type: knowledge gap, misconception, misreading the command word, or running out of time. Say how confident you are and what I'd check to confirm it.
3. Separate whole-class gaps from small-group gaps, if the data shows that.
4. Write a reteach plan that fits the time available, with a short re-check question for each gap.
5. Flag any sign of a problem with the test itself, such as a question nearly everyone got wrong.

Constraints: work only from the numbers given and don't invent results. If the data is too thin to support a conclusion, say so.

Output: a findings table, then the reteach plan.

Privacy: I've removed names and identifying details. If anything could still identify a real person, tell me to remove it and don't repeat it.

Fill in: ASSESSMENT_DESCRIPTION GRADE_OR_YEAR SUBJECT RESULTS_TABLE FOLLOW_UP_TIME

Export results with student codes or no student column at all. Question-level data is what matters here.

Knowledge Organiser or Study Guide for a Unit

Best for: A one-page unit summary students can self-quiz from

You are an experienced teacher who writes one-page knowledge organisers (UK) or study guides (US) that students actually use for self-quizzing.

Unit: {{UNIT_TOPIC}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
Content students must know (paste the curriculum points or your unit plan): {{CORE_CONTENT}}
How it will be assessed: {{ASSESSMENT_FORMAT}}

Build a one-page organiser with:
1. Key vocabulary: 10-15 terms with short, precise definitions in language students can learn word for word.
2. Core knowledge: the essential facts, dates, formulae, processes or quotations, grouped into 3-5 labelled boxes. Use only what is in the pasted content.
3. One diagram, timeline or flow chart described clearly enough for me to draw or build.
4. Three "big questions" the unit answers, with a two-sentence model answer for each.

Then write:
- a self-quiz version where the definitions and answers are blanked out so students can cover, recall and check
- 10 quick-fire quiz questions drawn from the organiser for use as starters across the unit
- three ways students can use it at home in ten minutes, such as self-quizzing or teaching it to someone, rather than re-reading

Constraints: everything must fit on one side of paper. Check every fact. Don't add content beyond the pasted points, and flag anything that seems missing.

Output: the organiser, the self-quiz version, then the quiz questions and study tips.

Fill in: UNIT_TOPIC GRADE_OR_YEAR SUBJECT CORE_CONTENT ASSESSMENT_FORMAT

Paste the exact content you will assess. Hand it out at the start of the unit, not the end, and quiz from it every lesson.

Whole-Class Feedback Sheet From Your Marking Notes

Best for: Cutting marking time while giving better feedback

You are an experienced teacher who uses whole-class feedback instead of writing the same comment thirty times.

Task that was marked: {{TASK}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
My rough notes from reading the work (strengths, common errors, misconceptions, misspelt key terms), with no student names: {{MARKING_NOTES}}
Lesson time for feedback: {{FEEDBACK_TIME}}

Create a one-page whole-class feedback sheet with:
1. "What went well": 3 strengths, each with what it looked like in practice.
2. "Common errors": 3-4 issues, each written as a short example of the error and a corrected version. Write new examples yourself and don't quote students.
3. "Key words spelled wrong": a corrected list, if my notes include any.
4. "Now do this": 3 improvement tasks at different levels that students choose from based on their own work. Each one must be a concrete action, such as "rewrite your second paragraph adding...", not "add more detail".

Then give me a running order for the feedback lesson that fits the time I have, including when students act on the feedback in silence.

Constraints: keep everything specific to this task. No generic advice that could apply to any piece of work. Keep the tone encouraging but honest.

Output: the feedback sheet ready to print, then the lesson running order.

Fill in: TASK GRADE_OR_YEAR SUBJECT MARKING_NOTES FEEDBACK_TIME

Write your notes as you read the pile: a tally of common errors is enough. Follow up with the DIRT prompt for in-lesson improvement tasks.

Comment Bank Tied to Your Rubric and Next Steps

Best for: Fast, specific written feedback across a pile of work

Act as an experienced teacher building a reusable comment bank that gives every student a specific next step.

Task or assessment type: {{TASK_TYPE}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
Rubric or success criteria (paste it): {{RUBRIC}}
Tone my school expects (for example warm and direct, or formal): {{TONE}}

For each criterion in the rubric, write:
1. Two "strength" comments that name exactly what the student did well. Use bracketed slots like [quote or feature] that I fill with something from the actual work.
2. Three "next step" comments for different levels, each starting with an action verb and doing one thing.
3. One question I could write in the margin to prompt the student to improve the work themselves.

Also write 5 short codes (like A1, A2) that map to the comments, so I can write a code on the work and students look up the full comment.

Constraints: each comment must be under 30 words. Avoid empty praise ("great work!") and vague targets ("try harder", "more detail"). Every next step must be something the student can act on in the next lesson.

Output: a table per criterion (code, type, comment), then the student-facing code key.

Fill in: TASK_TYPE GRADE_OR_YEAR SUBJECT RUBRIC TONE

Build it once per assessment type and reuse it. Always personalise the bracketed slot with something from the actual work.

Second Opinion on an Anonymised Piece of Student Work

Best for: Checking a borderline mark against the criteria

You are a fair, experienced assessor. I'll stay the marker; I want a second opinion to check my judgement against the criteria.

Task and question: {{TASK}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
Rubric or mark scheme (paste it): {{MARK_SCHEME}}
The anonymised student work (names and identifying details removed): {{ANONYMISED_WORK}}
The mark or level I'm leaning towards: {{MY_PROVISIONAL_MARK}}

Please:
1. Go through each criterion and quote the short parts of the work that serve as evidence for and against each level.
2. Give the mark or level you think the evidence supports, and say how confident you are.
3. If your view differs from mine, explain exactly which descriptor causes the difference. Don't just give a different number.
4. Write two strengths and one next step in language suitable for this student.

Constraints: judge only against the pasted criteria. Don't reward length, neat presentation or vocabulary the criteria don't mention. If the work is borderline, say so and explain what would tip it either way. Treat your mark as advice for a professional decision, not a final grade.

Output: an evidence table (criterion, evidence, level), the suggested mark and reasoning, then the student feedback.

Privacy: I've removed names and identifying details. If anything could still identify a real person, tell me to remove it and don't repeat it.

Fill in: TASK GRADE_OR_YEAR SUBJECT MARK_SCHEME ANONYMISED_WORK MY_PROVISIONAL_MARK

Check your school's policy before pasting student work into an AI tool. Use it for borderline scripts and moderation practice, not to mark the whole pile.

Improvement Tasks for Feedback Lessons (DIRT)

Best for: Making students act on feedback, not just read it

You are a teacher who believes feedback only works if students act on it in class. Design the improvement tasks for a feedback lesson, sometimes called DIRT (dedicated improvement and reflection time).

Task students completed: {{TASK}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
The 3-4 most common next steps from my marking: {{COMMON_NEXT_STEPS}}
Time available: {{TIME_AVAILABLE}}

For each next step, create:
1. A short re-teach card: one rule or idea, one worked mini-example and one non-example.
2. An improvement task done on the student's own work, such as rewriting a paragraph, correcting and explaining, or adding a missing step, with a clear finish line.
3. A "prove it" check: one fresh question that shows whether the improvement has stuck.

Also write:
- a 3-question reflection students complete at the end, where they name what they changed and why
- a routine for the first five minutes that gets students reading and starting their feedback in silence

Constraints: tasks must be doable without me at every desk. Improvements should be visible in a different colour so I can see them quickly. No generic reflection questions like "what went well?"

Output: re-teach cards and tasks grouped by next step, then the reflection questions and starting routine.

Fill in: TASK GRADE_OR_YEAR SUBJECT COMMON_NEXT_STEPS TIME_AVAILABLE

Pair it with the whole-class feedback sheet or comment bank prompts. Students do the thinking; you circulate.

Peer and Self-Assessment Protocol That Produces Useful Comments

Best for: Peer feedback that's specific instead of 'good job'

You are a teacher who has made peer-assessment actually work, so students give each other comments that are specific, kind and accurate.

Task students are assessing: {{TASK}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
Success criteria (paste them): {{SUCCESS_CRITERIA}}
Class experience with peer-assessment: {{PEER_EXPERIENCE}}

Create:
1. A checklist that turns each success criterion into a yes/no question a student can answer by looking at the work, with a "show me where" column.
2. A structured comment frame: one thing done well (with location), one question for the writer and one specific suggestion.
3. Three model comments (one weak, one OK, one strong) for the class to compare before they begin, with notes on what makes the strong one useful.
4. A step-by-step protocol with timings: self-check first, then the swap, then the author's response to the comments.
5. Rules that protect the feelings and dignity of students whose work is weaker.

Constraints: avoid tasks that ask students to give marks or grades to each other. The aim is improvement. Keep the language suitable for {{GRADE_OR_YEAR}}.

Output: the student checklist and frame ready to print, the model comments, then the teacher protocol.

Fill in: TASK GRADE_OR_YEAR SUBJECT SUCCESS_CRITERIA PEER_EXPERIENCE

Spend five minutes on the model comments first. It's the step that makes the rest work.

Raise a Concern With Parents Without Labelling the Child

Best for: The email you've been putting off writing

You are an experienced teacher who writes difficult emails home that keep families on side.

Concern (behaviour, progress, attendance, homework or wellbeing), with specific dated examples: {{CONCERN_DETAILS}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
What the school has already done: {{ACTIONS_TAKEN}}
What I'd like from the family: {{REQUEST}}

Write an email that:
1. Opens with something genuinely positive and specific about the student. Use a bracketed slot for me to fill in. Don't invent anything.
2. Describes the concern factually: what happened and when, with no labels, diagnoses or judgements about character ("disruptive", "lazy", "ADHD-like").
3. Explains why it matters for the student's learning.
4. Says what the school is doing and asks a clear question or makes a specific request.
5. Offers a call or meeting with two time options left in brackets.
6. Closes warmly and signals partnership.

Constraints: under 200 words, plain English at roughly a reading age of 12, no educational jargon or acronyms. Don't speculate about home life or causes. Use [Student] as a placeholder and I'll add the name. If my details mention a possible safeguarding concern, don't write the email; tell me to follow my school's safeguarding procedure instead.

Output: subject line, email, then a one-line note on anything to check with my line manager before sending.

Fill in: CONCERN_DETAILS GRADE_OR_YEAR SUBJECT ACTIONS_TAKEN REQUEST

Use [Student] in place of the name and add it at the end. Run sensitive emails past a colleague or line manager.

Reply to an Upset Parent Email Calmly and Within Policy

Best for: Answering an angry email without escalating it

Act as a senior teacher skilled at defusing tense parent emails without promising what the school can't deliver.

The parent's email, with the student's name replaced by [Student]: {{PARENT_EMAIL}}
The facts as I understand them: {{FACTS}}
The relevant school policy or decision: {{POLICY}}
What I can and can't offer: {{OPTIONS}}

Write a reply that:
1. Acknowledges the parent's feelings in one sentence without admitting fault for things that weren't wrong.
2. Answers each specific question or complaint in the email, in order.
3. Explains the decision or policy in plain language, with the reason behind it.
4. Offers what I genuinely can (a call, a meeting, a review) and gives a timeframe.
5. Avoids defensiveness, sarcasm, blame or any comment about other students.

Then give:
- a shorter version, in case a phone call is better
- two things I should NOT put in writing, and why
- whether this should go to a head of year, grade-level lead or principal

Constraints: under 220 words. Polite but firm. Don't make promises outside my options above. If the email contains threats, allegations about staff or a safeguarding concern, say that it should go to school leadership rather than being answered by me alone.

Output: the reply, the short version, then the notes.

Fill in: PARENT_EMAIL FACTS POLICY OPTIONS

Wait an hour before sending. Check the facts are right and copy in your line manager if your school expects it.

Parent Conference or Parents' Evening Talking Points

Best for: Making a five-minute meeting count

You are an experienced teacher preparing for short parent-teacher conferences (US) or parents' evening appointments (UK).

Meeting length: {{MEETING_LENGTH}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
My anonymised notes on one student (strengths, current attainment, effort, one area to improve, recent work): {{STUDENT_NOTES}}
Anything sensitive I need to raise: {{SENSITIVE_POINT}}

Prepare:
1. A 20-second opening that shows I know this student, with a slot for one specific anecdote I'll add myself.
2. Three talking points in priority order: where they are, what's going well (with evidence) and the single most useful next step.
3. One concrete thing families can do at home in under 15 minutes a week, needing no purchases.
4. Two questions to ask the family so I learn something useful from them.
5. A plain-language way to raise the sensitive point, if there is one, with a fallback line if the family reacts badly.
6. A closing line that ends on time.

Constraints: plain language, with no grade codes, jargon or data the family wouldn't understand. Fit the stated meeting length. Don't invent achievements or data.

Output: a one-card script with bullet points I can glance at during the meeting.

Privacy: I've removed names and identifying details. If anything could still identify a real person, tell me to remove it and don't repeat it.

Fill in: MEETING_LENGTH GRADE_OR_YEAR SUBJECT STUDENT_NOTES SENSITIVE_POINT

Run it for the students where the conversation matters most. Use codes, not names, in your notes.

Monthly Curriculum Update or Class Newsletter for Families

Best for: Regular updates that families read and use

You are a teacher who writes class updates that families actually read.

Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
What we're learning in the coming weeks (topics, key texts, skills): {{UPCOMING_LEARNING}}
Dates and practical reminders (trips, tests, kit, deadlines): {{DATES_AND_REMINDERS}}
One recent class highlight, with no student names: {{CLASS_HIGHLIGHT}}

Write an update of 250-300 words that:
1. Opens with the class highlight in two sentences.
2. Explains what students will learn and why it matters, in plain language, with no curriculum codes.
3. Gives three dinner-table questions families can ask about the topic, phrased so a student can't answer "nothing".
4. Lists dates and reminders as bullet points with the most urgent first.
5. Ends with how to contact me and when I usually reply.

Then produce:
- a 60-word text-message or app version for families who won't open an email
- a version of the dinner-table questions simple enough to translate easily

Constraints: write at roughly a reading age of 11. Be warm without being cute. Don't promise outcomes, and don't include photos or student names in what you suggest. If a date in my list looks inconsistent (for example, a weekday that doesn't match the date), flag it.

Output: the newsletter, the short version and the simplified questions.

Fill in: GRADE_OR_YEAR SUBJECT UPCOMING_LEARNING DATES_AND_REMINDERS CLASS_HIGHLIGHT

Keep a running note of highlights during the month so this takes five minutes to fill in.

Plain-Language Version of a School Message for Families

Best for: Making school letters readable for every family

You are a family-engagement specialist. Rewrite a school message so every family can understand it, including families who speak English as an additional language and parents with low literacy.

Original message (paste it): {{ORIGINAL_MESSAGE}}
Who it goes to: {{AUDIENCE}}
The one action families must take, and by when: {{REQUIRED_ACTION}}

Please:
1. Rewrite it in plain language: short sentences, common words, the action and deadline at the very top, and no acronyms or school jargon (explain any you have to keep).
2. Keep every fact, date, amount and requirement from the original. List anything you removed so I can confirm it isn't needed.
3. Add a "What you need to do" box with numbered steps.
4. Suggest where a picture, icon or checkbox would help.
5. Give a 40-word version for text message or a school app.

Then tell me which parts of the message are high-stakes (consent, money, deadlines, safety, legal requirements) and should be translated by a qualified interpreter or your school's translation service rather than by an AI tool.

Constraints: don't change the meaning or soften requirements. Don't translate it yourself unless I ask, and if I do, mark the translation as needing a check by a fluent speaker.

Output: the rewritten message, the list of cuts, the short version and the translation notes.

Fill in: ORIGINAL_MESSAGE AUDIENCE REQUIRED_ACTION

Good for consent forms, trip letters and policy changes. Always check the rewrite against the original before sending.

How to Help at Home Guide for One Topic

Best for: Helping families support a topic the right way

You are a teacher who helps families support learning at home without turning parents into teachers.

Topic students are learning: {{TOPIC}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
How we teach it in school (method, vocabulary, models used): {{SCHOOL_METHOD}}
Time families realistically have: {{FAMILY_TIME}}

Write a one-page guide for families that includes:
1. What their child is learning and why it matters, in three sentences.
2. "How we do it in class": the method in plain language with one small example, so families don't teach a conflicting method.
3. Three short at-home activities that fit the time available and need nothing beyond household items. Include at least one that works for a parent who isn't confident with the subject.
4. Questions to ask that help children explain their thinking, instead of the parent giving the answer.
5. Signs their child is finding it hard, and what to tell the teacher.
6. Two things to avoid, such as doing the homework for them or saying "I was never good at this either".

Constraints: no paid apps, websites or purchases. Plain language at roughly a reading age of 11. Respect different family situations and assume nothing about who lives at home or about their language, time or money.

Output: the guide with clear headings, ready to print or send.

Fill in: TOPIC GRADE_OR_YEAR SUBJECT SCHOOL_METHOD FAMILY_TIME

Especially useful where your method differs from how parents learned it, such as written maths methods or phonics.

Classroom Routines Plan With Teacher Scripts

Best for: Setting up routines that run themselves

You are an expert in calm, well-run classrooms. Help me set up routines with a new class so that the basics run without me having to manage them every time.

Class: {{GRADE_OR_YEAR}}, {{SUBJECT}} or general classroom
My school's behaviour policy, in brief: {{BEHAVIOUR_POLICY}}
Where things currently go wrong (for example entry, transitions, equipment, packing away): {{PROBLEM_TIMES}}
The room and its constraints: {{ROOM_SETUP}}

Design 5 routines: entry and starter, getting attention, handing out and collecting materials, moving into groups and back, and end of lesson. For each routine give:
1. The steps, in the exact order students follow.
2. The words I say to teach it the first time, and the shorter cue I use afterwards.
3. How to practise it, including what I do when it's done half-heartedly (rehearse it again, calmly, without sarcasm).
4. What "done well" looks like, so I can praise it precisely.

Then write a plan for teaching these routines over the first two weeks, and the signs that a routine needs re-teaching.

Constraints: everything must work inside the behaviour policy I described. Scripts should be short, calm and respectful, and suitable for {{GRADE_OR_YEAR}}. No public humiliation or collective punishment.

Output: a routine card for each of the 5 routines, then the two-week teaching plan.

Fill in: GRADE_OR_YEAR SUBJECT BEHAVIOUR_POLICY PROBLEM_TIMES ROOM_SETUP

Use it at the start of the year or term, or to reset a class mid-year. Consistency matters more than which routine you pick.

Least-Intrusive Responses to Low-Level Disruption

Best for: Handling disruption without stopping the lesson

Act as a behaviour specialist coaching a teacher on handling low-level disruption without stopping the lesson.

Class: {{GRADE_OR_YEAR}}
The behaviours I see most often (for example calling out, off-task chatter, phones, refusal to start): {{BEHAVIOURS}}
My school's behaviour policy and consequence steps: {{POLICY_STEPS}}

For each behaviour, give me a ladder of responses from least to most intrusive:
1. A non-verbal move (proximity, a look, a gesture).
2. A quiet private prompt finished with "thank you", or praise for a nearby student doing it right.
3. A brief, calm verbal reminder of the expectation, with the exact words, under 15 words.
4. A choice statement that links to the policy step, again with exact words.
5. What to do if it continues, following my policy, with follow-up after the lesson rather than in front of the class.

Then give me:
- five phrases to avoid because they escalate (sarcasm, questions like "why are you doing that?", public comparisons) with a better alternative for each
- a 2-minute routine for the conversation after the lesson that repairs the relationship

Constraints: stay inside the stated policy and keep the student's dignity intact at every step.

Output: a table per behaviour (step, what I do, exact words), then the phrase swaps and follow-up routine.

Fill in: GRADE_OR_YEAR BEHAVIOURS POLICY_STEPS

Practise the exact words out loud. The script works because you don't have to improvise when you're under pressure.

Spot the Pattern Behind Repeated Incidents (ABC Analysis)

Best for: Understanding why it keeps happening, not just what happened

You are a behaviour support specialist who looks for patterns before consequences.

Anonymised incident log for one student or group (date, time, lesson, what happened before, the behaviour, what happened after), using codes, not names: {{INCIDENT_LOG}}
Class context: {{GRADE_OR_YEAR}}, {{CLASS_CONTEXT}}
What has been tried so far: {{STRATEGIES_TRIED}}

Analyse the log using an ABC approach (antecedent, behaviour, consequence):
1. Look for patterns in timing, activity type, transitions, seating, adults present or task demands, citing the log entries behind each.
2. Suggest what the behaviour might achieve for the student (escaping a task, attention, peer approval, sensory needs), as hypotheses to test.
3. Propose 3 preventive changes to antecedents, 2 changes to adult responses, and a simple two-week way to track them.
4. Say clearly when this should go to the special education team, SENCO, pastoral lead or behaviour team rather than being handled by me alone.

Constraints: work only from the log. Don't diagnose or suggest medical causes. If the log mentions harm, abuse or risk to the child, stop and tell me to follow my school's safeguarding procedure.

Output: a patterns table with evidence, the hypotheses, then the action and tracking plan.

Privacy: I've removed names and identifying details. If anything could still identify a real person, tell me to remove it and don't repeat it.

Fill in: INCIDENT_LOG GRADE_OR_YEAR CLASS_CONTEXT STRATEGIES_TRIED

Ten or more logged incidents make patterns more reliable. Use initials or codes in the log, never names.

Restorative Conversation Plan After an Incident

Best for: Repairing the relationship after a bad lesson

You are a teacher trained in restorative practice. Help me plan a conversation with a student after an incident so the relationship is repaired and the behaviour changes.

What happened, described factually, using roles not names (for example "Student A", "a classmate"): {{INCIDENT}}
Class: {{GRADE_OR_YEAR}}
Was anyone else affected, and how? {{IMPACT}}
The school consequence that already applies, if any: {{CONSEQUENCE}}

Plan the conversation:
1. Timing and setting: when the student is calm, and with no audience.
2. An opening that separates the behaviour from the person.
3. The restorative questions in order (what happened, what were you thinking, who was affected, what needs to happen to put it right), with follow-up prompts if the student shuts down or gets defensive.
4. How to state my own perspective calmly in "I" language, in two sentences.
5. How to agree a specific, achievable repair action and one change for next time.
6. How to close and how to follow up within a week.

Constraints: the conversation replaces neither the school consequence nor any safeguarding steps. If the incident involves harm, bullying or a safeguarding concern, tell me to follow school procedure first. Keep the language suitable for {{GRADE_OR_YEAR}} and the length under 10 minutes.

Output: a step-by-step conversation guide with suggested wording.

Fill in: INCIDENT GRADE_OR_YEAR IMPACT CONSEQUENCE

Hold it after both of you have calmed down, not at the moment of the incident. It works alongside consequences, not instead of them.

Group Work Roles and Norms That Keep Everyone Working

Best for: Group work where every student contributes

Act as a teacher who has made group work purposeful and fair, with no passengers and no one doing everything.

Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
The group task: {{GROUP_TASK}}
Group size and time available: {{GROUP_SIZE_AND_TIME}}
What usually goes wrong with group work in this class: {{USUAL_PROBLEMS}}

Design:
1. Roles that suit this specific task, one per group member, with a role card for each listing 3 responsibilities and a sentence starter for that role.
2. Three group norms written in student language, and a quick way to teach them.
3. A task structure that makes individual accountability visible, such as each member producing one part, a random spokesperson or an individual check at the end.
4. Checkpoints with times, when groups show me progress before moving on.
5. What I do while groups work: which groups to visit first, and questions to ask that push thinking.
6. A 3-question self-review groups complete at the end.

Constraints: the task should genuinely need more than one person; if it doesn't, say so and suggest a better structure. Include a plan for a student who works better alone or finds groups anxious. Roles should rotate over time.

Output: role cards ready to print, the norms, then the teacher running plan with timings.

Fill in: GRADE_OR_YEAR SUBJECT GROUP_TASK GROUP_SIZE_AND_TIME USUAL_PROBLEMS

Use it when group work keeps sliding into chatter or one student doing it all.

Report Card Comments From Your Bullet-Point Notes

Best for: Writing a full class set of reports in an evening, not a weekend

You are an experienced teacher who writes honest, specific report comments that differ for each student.

Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
School report format, word limit and tone rules: {{REPORT_RULES}}
My notes, one line per student, using codes (for example "S01: secure in fractions, rushes problem solving, kind to others, target = show working"): {{STUDENT_NOTES}}

For each student code, write one comment that:
1. Opens with a specific strength taken from my notes.
2. Describes current progress honestly in plain language.
3. Gives one clear, actionable target the student and family can understand.
4. Ends with a short forward-looking line.

Rules:
- Stay within the word limit, and give the word count after each comment.
- Vary sentence openings and structure across the set. Don't reuse the same phrase for different students.
- Use only what my notes say. Don't invent achievements, behaviours or effort, and if a note is too thin, write [NEED MORE DETAIL] instead of padding.
- Avoid jargon, labels and comparisons with other students.

Output: a table (code, comment, word count), then a list of any phrases that appear more than once.

Privacy: I've removed names and identifying details. If anything could still identify a real person, tell me to remove it and don't repeat it.

Fill in: GRADE_OR_YEAR SUBJECT REPORT_RULES STUDENT_NOTES

Write codes in your notes and swap the real names back in your report system. Read every comment before it goes home.

Recommendation Letter or Reference From Your Notes

Best for: First drafts of references and recommendation letters

You are an experienced teacher and writer of references. Draft a recommendation letter (US college or program recommendation) or reference (UK UCAS or employer reference) for a student.

What it's for and the word or character limit: {{PURPOSE_AND_LIMIT}}
How long and in what role I've known the student: {{RELATIONSHIP}}
Evidence I can personally vouch for (specific examples, work, character, contribution): {{EVIDENCE}}
Contextual information the reader should know (only if the student has consented to sharing it): {{CONTEXT}}

Write a draft that:
1. Opens with my relationship to the student and an overall judgement.
2. Builds 2-3 paragraphs, each around one quality, each supported by a specific example from my evidence.
3. Comments on academic ability and potential for the course or role stated.
4. Ends with a clear, honest recommendation.

Rules:
- Use only the evidence I gave. Don't invent achievements, grades, awards or anecdotes. Where a strong claim needs an example I haven't given, write [ADD EXAMPLE].
- Use [Student] as a placeholder for the name.
- Respect the limit and give the count. For UCAS, follow the current reference format and section headings the student's school uses, which I'll paste if needed.
- No exaggeration I couldn't defend if asked.

Output: the draft, then a list of claims that need checking or an example.

Fill in: PURPOSE_AND_LIMIT RELATIONSHIP EVIDENCE CONTEXT

Add the student's name and any final personal detail yourself. Check your school's reference policy and any agreed predicted grades.

Trip Letter and Planning Checklist for an Educational Visit

Best for: Organising a trip without missing a deadline

You are an experienced educational visits coordinator. Help me prepare a school trip or field trip.

Trip details (destination, date, timings, travel, cost, purpose): {{TRIP_DETAILS}}
Group (grade or year, number of students and staff): {{GROUP_DETAILS}}
School requirements I know about (consent forms, ratios, approval deadlines): {{SCHOOL_REQUIREMENTS}}

Produce:
1. A letter to families of up to 250 words: purpose linked to learning, the practical details in a clear list, cost and any financial support (with a bracketed slot for the school's wording), what to bring, and the consent deadline and return method.
2. A planning checklist with deadlines working back from the trip date: approvals, bookings, consent, medical and dietary information collection, staffing, transport, and the information pack for accompanying adults.
3. A first list of hazards to consider for this specific trip, with sensible control measures. Label it "draft for the school's risk assessment process, not a completed risk assessment".
4. A one-page briefing for accompanying staff, with placeholders for emergency contacts.

Constraints: don't state legal ratios or regulations as fact; tell me to confirm them with my school's visits policy or lead. Plain language in the letter. Flag anything in my details that looks like a planning gap.

Output: the letter, the checklist as a dated table, the hazard draft and the staff briefing.

Fill in: TRIP_DETAILS GROUP_DETAILS SCHOOL_REQUIREMENTS

Use alongside your school's visits policy and official risk assessment, never instead of them.

Weekly Workload Triage for a Teacher With Too Much To Do

Best for: Getting the week under control

You are a pragmatic mentor to busy teachers. Help me get through this week.

Everything on my list this week (marking, planning, emails, meetings, reports, duties), with deadlines where known: {{TASK_LIST}}
My timetable, including free periods and fixed commitments: {{TIMETABLE}}
Hours I'm willing to work outside school hours this week: {{EXTRA_HOURS}}
What matters most to me and my school right now: {{PRIORITIES}}

Please:
1. Sort every task into: must do this week (with a deadline or a direct impact on students), can be done in a lighter way, can be delegated or shared, and can be dropped or postponed. Give a one-line reason for each.
2. For tasks in the "lighter way" pile, suggest the lighter version, such as whole-class feedback instead of written comments on every book, or a shared resource instead of a new one.
3. Estimate the time for each remaining task and fit it into my free periods and extra hours. Show me where it doesn't fit.
4. If it still doesn't fit, draft a short, professional message to my line manager explaining what will slip and proposing new dates.

Constraints: stay inside my extra hours. Never cut anything affecting safeguarding, statutory deadlines or student safety.

Output: a sorted task table, then a day-by-day plan for the week and the optional message.

Fill in: TASK_LIST TIMETABLE EXTRA_HOURS PRIORITIES

Run it on Sunday or Monday morning. Be honest about your extra hours, because the point is to protect them.

Appraisal or Evaluation Reflection Against Teaching Standards

Best for: Preparing for appraisal or evaluation meetings

You are an experienced mentor helping a teacher prepare for appraisal (UK) or a teacher evaluation (US).

The standards or framework I'm assessed against (paste the relevant ones, for example UK Teachers' Standards or my district's evaluation rubric): {{STANDARDS}}
My targets for this cycle: {{TARGETS}}
Evidence I have (lessons, results, CPD or PD, contributions, feedback received): {{EVIDENCE}}
Areas I know I need to develop: {{DEVELOPMENT_AREAS}}

Please:
1. Map my evidence to each standard and target in a table, and mark where the evidence is strong, thin or missing.
2. Write a reflective summary of 250-350 words in the first person that is honest about impact, specific about what I did, and names what I'd do differently. It should not be a list of activities.
3. Suggest 3 targets for next cycle that are specific, linked to student outcomes and achievable with available support.
4. Suggest what evidence I could start collecting now for those targets, without creating extra workload.
5. Give me two questions to ask my appraiser or evaluator.

Constraints: use only my evidence and don't invent results or impact. If I claim impact without evidence, flag it. Don't refer to individual students by name; describe groups instead.

Output: the evidence table, the reflection, then the targets and questions.

Fill in: STANDARDS TARGETS EVIDENCE DEVELOPMENT_AREAS

Paste the actual standards you're assessed against so the mapping uses your framework's language.

Funding Bid for Classroom Resources or a Project

Best for: Small grants for resources, clubs or trips

You are an experienced grant writer who has helped teachers win small funding for their classrooms, such as PTA or PTO grants, local trusts, community foundations and crowdfunding platforms.

What I'm asking for, and the cost broken down: {{REQUEST_AND_COST}}
Funder and their criteria or questions (paste them): {{FUNDER_CRITERIA}}
The students who will benefit, described in general terms (age, number, context): {{STUDENTS_DESCRIPTION}}
The learning problem this solves: {{PROBLEM}}
Word limit: {{WORD_LIMIT}}

Write a bid that:
1. Answers the funder's questions in their order, using their headings.
2. Opens with the learning problem described concretely, without exaggerating disadvantage or using deficit language about students or families.
3. Explains exactly what the money buys and how it will be used, week by week if possible.
4. States realistic outcomes and how I'll show them (for example a before-and-after task, attendance at a club or student work), with no invented statistics.
5. Covers sustainability: what happens after the money is spent.
6. Ends with a short thank-you line.

Constraints: stay within the word limit and give the count. Use only facts I've given, and mark [ADD DATA] where a number would strengthen the bid. Check the funder's rules about photos or student stories before suggesting any.

Output: the bid, then a checklist of attachments or approvals I may need from school.

Fill in: REQUEST_AND_COST FUNDER_CRITERIA STUDENTS_DESCRIPTION PROBLEM WORD_LIMIT

Check whether your school needs to approve the bid before you submit it.

Lesson: Teach Students to Fact-Check AI Answers

Best for: Building students' habit of checking AI output

Plan a lesson, as a teacher of critical AI use, where students learn that AI output must be checked, and how to check it.

Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
A topic students know well enough to judge accuracy: {{FAMILIAR_TOPIC}}
Lesson length and device access: {{LESSON_LENGTH_AND_DEVICES}}
School rules on student AI use: {{SCHOOL_AI_RULES}}

Plan the lesson:
1. A starter where students predict how reliable an AI answer will be.
2. An activity with a short AI-style answer on the familiar topic that you write, containing a mix of correct statements, one subtle factual error, one invented source and one overconfident claim. Give the answer key to me separately.
3. A checking routine students can reuse: what to check, where to check it (textbook, trusted sites, class notes), and how to record what they found.
4. A discussion on why AI tools produce errors that sound confident, explained accurately for this age without technical jargon.
5. A short task where students write rules for when AI is and isn't helpful in this subject.

Constraints: if devices or student AI accounts aren't allowed, design the lesson to work entirely on paper. Respect platform age limits and school policy.

Output: a timed lesson plan, the student activity sheet, then the teacher answer key.

Fill in: GRADE_OR_YEAR SUBJECT FAMILIAR_TOPIC LESSON_LENGTH_AND_DEVICES SCHOOL_AI_RULES

Works without any student AI access. The 'flawed answer' is written for you, so no student needs to log in to anything.

Class AI-Use Rules for an Assignment, in Levels

Best for: Telling students clearly what AI use is allowed

You are a teacher who sets clear expectations for AI use on each assignment, so students know exactly what is and isn't allowed.

Assignment (paste the task): {{ASSIGNMENT}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
School or district AI policy (paste the relevant part): {{SCHOOL_POLICY}}
Any exam-board or coursework rules that apply (for example JCQ guidance in England, or College Board or district rules in the US), pasted: {{EXTERNAL_RULES}}

Please:
1. Propose an AI-use level for this assignment from a simple scale: no AI; AI for ideas and planning only; AI for feedback on my own draft; or AI as a tool with full disclosure. Explain why it fits the learning goal.
2. Write student-facing rules for the chosen level: what's allowed, what's not, with three concrete examples of each.
3. Write a short disclosure statement students attach to their work, describing what tool they used, for what, and including any prompts.
4. Explain what happens if the rules are broken, matching the school policy I pasted.
5. Write a 3-minute script for explaining it to the class.

Constraints: the rules must not contradict the pasted school or exam-board policy; where they're stricter, say so. Plain language suitable for {{GRADE_OR_YEAR}}. Don't claim AI use can be reliably detected.

Output: the level and reasoning, the student rules sheet, the disclosure statement and the class script.

Fill in: ASSIGNMENT GRADE_OR_YEAR SUBJECT SCHOOL_POLICY EXTERNAL_RULES

For assessed coursework, the exam board's rules come first. Paste them in and check the output against them.

Redesign an Assignment So Learning Is Visible and AI Shortcuts Fail

Best for: Updating homework and coursework for the AI era

Act as an assessment designer helping a teacher update an assignment that AI could now complete for a student in seconds.

Current assignment (paste it): {{CURRENT_ASSIGNMENT}}
What students are meant to learn from it: {{LEARNING_GOAL}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
Constraints (class time, marking time, devices): {{TEACHING_CONSTRAINTS}}

Please:
1. Explain briefly which parts an AI tool could do for the student, and which parts of the learning would be lost as a result.
2. Propose a redesigned version that keeps the same learning goal and makes the student's own thinking visible. Draw on options such as in-class drafting stages, personal or local context, use of specific class sources, an oral explanation, process evidence (plans, drafts, reflections) or a short follow-up task done in class.
3. Give the new task wording for students and a revised marking guide that gives credit to the process as well as the final product.
4. Estimate the extra marking or class time, and suggest what to remove to make room.
5. Suggest one place where AI use could be allowed openly to support learning, if appropriate.

Constraints: don't promise the redesign is "AI-proof". It should make misuse harder and less worthwhile, not impossible. Keep it workable for a teacher with a full timetable.

Output: the analysis, the redesigned task, the marking guide, then the workload note.

Fill in: CURRENT_ASSIGNMENT LEARNING_GOAL GRADE_OR_YEAR SUBJECT TEACHING_CONSTRAINTS

Start with the assignments you most suspect are being outsourced. Small changes, like an in-class draft, often do most of the work.

Fair Process When You Suspect a Student Misused AI

Best for: Handling a suspected AI case without an unfair accusation

You are an experienced academic-integrity lead. Help me respond fairly to suspected AI misuse.

The assignment and the AI rules students were given: {{ASSIGNMENT_AND_RULES}}
What makes me suspicious, described factually (for example a style change, content beyond what we taught, invented references): {{CONCERNS}}
Evidence of the student's normal work I can compare against: {{COMPARISON_EVIDENCE}}
School or exam-board misconduct procedure (paste the relevant steps): {{PROCEDURE}}

Please:
1. Sort my concerns into stronger and weaker indicators and explain why. Note innocent explanations, such as help from home, a tutor or genuine improvement.
2. Explain plainly why AI-detector scores are unreliable and shouldn't be the only evidence.
3. Plan a calm, non-accusatory conversation where the student explains their process, choices and sources, and can talk through or redo a section.
4. Set out what to record, who to involve and which steps the pasted procedure requires, especially for exam-board coursework.
5. Suggest proportionate outcomes for different findings, from "no concern" to "follow formal procedure".

Constraints: assume nothing until evidence is gathered. Where the pasted procedure is silent, say "check with your exams officer or leadership".

Output: an evidence table, the conversation guide, then the record-keeping and next steps.

Privacy: I've removed names and identifying details. If anything could still identify a real person, tell me to remove it and don't repeat it.

Fill in: ASSIGNMENT_AND_RULES CONCERNS COMPARISON_EVIDENCE PROCEDURE

Describe the student and their work in general terms only. Follow your school's procedure, and for exam coursework your exams officer's guidance.

Student-Facing AI Tutor Prompt That Won't Just Give Answers

Best for: Giving students an AI study tool that builds thinking

Design, as a teacher, a prompt students paste into an AI chatbot so it tutors them instead of doing the work.

Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
Topic or skill students are practising: {{TOPIC}}
Homework or revision task it supports: {{TASK}}
School rules on student AI use: {{SCHOOL_AI_RULES}}

Write:
1. The student prompt itself (under 180 words). It should tell the AI to act as a patient tutor for this topic and level, to ask the student what they already know first, to give hints in small steps before answers, to check understanding with a question after each explanation, to refuse to write the assignment for them, and to remind them to check facts against class notes.
2. Three example opening messages a student could send, for when they're stuck, revising, or checking their own answer.
3. A short guide for students and a note for parents explaining what it does.

Constraints: it must work in any major chatbot. If school rules or platform age limits forbid student AI use, say so and stop. Don't ask students to share personal information with the AI, and include an instruction telling the AI not to ask for it.

Output: the student prompt in a copyable block, then the openers, guide and note.

Fill in: GRADE_OR_YEAR SUBJECT TOPIC TASK SCHOOL_AI_RULES

Check platform age limits and school policy first. Try the prompt yourself before sharing it with students.

Quality-Check AI-Generated Teaching Materials Before Use

Best for: Catching errors before an AI-made resource reaches students

You are a meticulous subject expert and editor who checks teaching materials before they reach students.

Material to check (paste the worksheet, quiz, slides text or explanation, whoever wrote it): {{MATERIAL}}
Class: {{GRADE_OR_YEAR}} {{SUBJECT}}
Curriculum it should match (paste the objective): {{CURRICULUM_OBJECTIVE}}

Review the material and report:
1. Accuracy: any factual errors, outdated information, wrong answers in the answer key, or calculations that don't work. Quote each problem and give the correction.
2. Claims to verify: any statistic, date, quotation or source that I should check independently, especially references that might not exist.
3. Curriculum fit: anything above or below the level, off-specification, or using terms differently from how my curriculum does.
4. Bias and representation: stereotypes, a narrow set of examples, culturally specific assumptions, or anything that could exclude or upset students.
5. Accessibility: reading load, unclear instructions, and layout problems for students with additional needs.
6. Answer key: re-solve each question independently and flag any mismatch.

Constraints: be specific. Each issue must quote the text and say why it's a problem. Don't rewrite the whole thing; suggest minimal fixes. Say which issues you're unsure about rather than guessing.

Output: an issues table (location, issue type, quote, problem, suggested fix, confidence), then a one-line verdict: use as is, use after fixes, or rebuild.

Fill in: MATERIAL GRADE_OR_YEAR SUBJECT CURRICULUM_OBJECTIVE

Paste materials you got from any AI tool or the internet. A second check in a different model catches more errors.