AI & ML

Design a lesson opening that activates prior knowledge and connects previous learning to today's content. Use when planning lesson starters, retrieval openers, or advance organisers.

Design a structured protocol for auditing AI-generated text against Ennis's six CT standards. Use when students need to critically evaluate AI output in any subject.

Design a learning sequence teaching prompt quality — comparing vague vs. refined prompts to show why specificity and context transform AI output. Use when students use AI without understanding why output quality varies.

Adapt a classroom task for specific learner needs while preserving the core learning objective intact. Use when differentiating for SEND, EAL, gifted, ADHD, dyslexia, or anxiety.

Design the deeper patterns, structures, artefacts, and mental models needed to grow a desired event. Use when a class imagines a better future.

Design a wise systems intervention from an existing analysis. Maps proposed actions against Meadows' leverage points, checks for unintended consequences, and generates alternatives.

Design deliberately flawed examples that develop error-detection skills and deepen understanding. Use when students make characteristic errors and need practice spotting mistakes.

Classify curriculum content into Know, Understand, and Do categories to align teaching and assessment approaches. Use when planning units, writing objectives, or selecting assessment methods.

Build students' capacity to read historical documents closely — attending to word choice, tone, and rhetoric as evidence of perspective. Use when students summarise sources without analysing language.

Build students' capacity to compare accounts across multiple historical sources — identifying agreements, contradictions, and gaps. Use when students treat individual documents as complete answers rather than partial perspectives.

Select evidence-based study strategies matched to material type, learning goal, and student habits. Use when advising students on revision techniques, homework, or independent study approaches.

After scaffolded practice, run an unassisted check — a problem with no AI help. Separates what the learner can do with support from what they can do independently. Critical for preventing phantom attainment.

Slow down interpretation from observation to action. Use when students or adults need to examine assumptions in conflict, dialogue, or inquiry.

Design a single-point rubric with one criterion and open columns for evidence. Use for student self-assessment, peer feedback, teacher formative feedback, or pre-task planning. Works with any learning target, with or without a band system.

When a learner gets something wrong or feels stuck, require them to diagnose the problem before receiving help. Ensures help targets the actual cognitive breakdown, not just the surface error.

Map systemic forces shaping a wellbeing concern without individualising the problem. Uses Bronfenbrenner's ecological model and social determinants to generate structural interventions.

Design a scope and sequence showing vertical and horizontal curriculum coherence across a programme or year. Use when building new programmes, restructuring subjects, or ensuring progression.

Modify a classroom task with language scaffolds that preserve cognitive demand for EAL learners. Use when adapting existing tasks for students at different English proficiency levels.

Redesign a blocked topic sequence into an interleaved plan with mixed practice across related topics. Use when planning units, homework schedules, or revision programmes.

Design a spaced retrieval schedule for any topic list and timeline. Use when planning units, term sequences, or revision programmes.

Build a five-level rubric with coherent logic for a learning target within a developmental band. Use for Manning methodology programmes where Competent = success. For general curriculum rubrics, use criterion-referenced-rubric-generator instead.

A high-rigour student-facing orchestrator that chains retrieval practice, metacognitive calibration, and unassisted verification into a cohesive learning session.

Tags harness-decomposed curriculum items (KUDs, LTs, criteria) with a school's developmental band metadata while preserving source voice and labels. Supply the band schema; the skill derives mapping rules from it.

Build a learning progression showing prerequisite-to-mastery steps for a target skill or understanding. Use when sequencing content, designing diagnostics, or mapping prerequisite gaps.

Design structured perspective-taking activities with anti-projection guardrails. Develops genuine understanding of complexity across history, social sciences, and literature — not performed empathy.

Map control, influence, and concern after systems analysis. Use when students need wise agency without being made responsible for everything.

Generate a cascading hint sequence for a problem type, revealing progressively without giving answers. Use when designing tutoring dialogues or scaffolded worksheets.

Design a document set for a document-based lesson — selecting and sequencing sources for analytical tension around a central question. Use when assembling sources for a new lesson or when an existing set produces flat responses.

Analyse text complexity across quantitative, qualitative, and reader-task dimensions with scaffolding recommendations. Use when selecting texts, assessing readability, or planning reading support.

Create self-explanation prompts that deepen understanding of worked examples, texts, or diagrams. Use when students read material passively without engaging with underlying principles.

Analyse student work against criteria to identify specific gaps between current performance and learning objectives. Use when reviewing submissions, planning feedback, or diagnosing learning needs.

Generate retrieval practice questions at varied difficulty levels for a topic or concept. Use when creating quiz starters, revision activities, or low-stakes testing materials.

Design a practitioner inquiry cycle from research question through data collection to evidence-informed action. Use when starting action research, teacher-led investigation, or professional inquiry.

Build a library of metacognitive prompts targeting planning, monitoring, or evaluation for a specific task. Use when developing students' thinking-about-thinking during independent work.

Design discipline-specific critical thinking tasks grounded in knowledge-contingent reasoning rather than generic skills. Use when embedding higher-order thinking into subject content.

Design an adaptive assessment loop where each student response triggers the next instructional move. Use when building technology-enhanced formative assessment cycles.