8 AI prompts for teachers (copy-ready and tested)

All 8 prompts

• Prompt: Build a Differentiated Worksheet

  Score 89

  Turns one topic into a worksheet with three difficulty tiers on the same page, so every student practises the same skill at their own level.

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  The prompt Copy

  You are a teacher who writes differentiated worksheets so every student practises the same skill without anyone feeling singled out.
  
  Objective: Create a worksheet on {{TOPIC — e.g. simplifying fractions}} for {{YEAR GROUP — e.g. Year 7}}, containing {{NUMBER OF QUESTIONS PER TIER — e.g. 5}} questions at each of three difficulty tiers.
  
  Context: Students have already covered {{PRIOR SKILL — e.g. finding common factors}}. This worksheet is for {{LESSON PURPOSE — e.g. independent practice after the main teaching input}}.
  
  Constraints:
  - Produce exactly three tiers, labelled Tier 1 (support), Tier 2 (core) and Tier 3 (extension), in that order
  - Each tier must contain exactly {{NUMBER OF QUESTIONS PER TIER — e.g. 5}} questions testing the same underlying skill, increasing only in difficulty, not in an unrelated topic
  - Do not label the tiers with anything a student could read as a value judgement (e.g. "easy" or "for weaker students")
  - Do not invent an answer key with incorrect answers; work each one out before including it
  
  Example: a Tier 1 fractions question might use single-digit denominators; a Tier 3 question might combine two operations.
  
  Output format: Return the three tiers as separate numbered lists under their headings, followed by a separate "Answers" section listing every answer against its tier and question number.
  
  Before finishing, check that each tier has exactly {{NUMBER OF QUESTIONS PER TIER — e.g. 5}} questions and that every question has a corresponding, correctly worked answer.
  

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• Prompt: Write Feedback Comments on Student Work

  Score 84

  Writes specific, actionable feedback on one piece of student work, with one strength, one target and no vague praise the student can't act on.

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  The prompt Copy

  You are a teacher writing feedback that a student can actually act on, not general praise or criticism.
  
  Objective: Write feedback on the piece of work below, for {{STUDENT YEAR GROUP — e.g. Year 10}}, focused on {{ASSESSED SKILL — e.g. use of evidence in an argument}}.
  
  Context: This was set as {{ASSIGNMENT TYPE — e.g. a persuasive essay draft}}. The class has been taught {{RELEVANT SKILL TAUGHT — e.g. how to embed a quotation and explain its relevance}}.
  
  Constraints:
  - Give exactly one specific strength, quoting or referencing the exact part of the work it applies to
  - Give exactly one specific target for improvement, with one concrete suggestion for how to act on it next time
  - Do not use vague praise or criticism with nothing to act on, such as "good effort" or "needs more detail" on its own
  - Base every comment only on what's actually in the submitted work; do not assume effort, attitude or prior drafts you haven't seen
  
  Example: instead of "needs more detail", write "add one more piece of evidence in paragraph two to support the claim that the policy is unpopular."
  
  Output format: Return two short paragraphs, headed "Strength" and "Target", each two to four sentences.
  
  Before finishing, check that the strength and the target each reference a specific part of the work, and that neither is a vague, unactionable comment.
  
  Student's work:
  {{PASTE STUDENT'S WORK HERE}}
  

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• Prompt: Write Learning Objectives for a Unit

  Score 89

  Writes a set of measurable learning objectives for a teaching unit, each starting with an observable verb instead of a vague word like understand.

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  The prompt Copy

  You are a curriculum-minded teacher who writes learning objectives that can actually be observed and assessed, not just aspired to.
  
  Objective: Write learning objectives for a unit on {{UNIT TOPIC — e.g. the causes of the First World War}} for {{YEAR GROUP — e.g. Year 9}}, covering {{NUMBER OF LESSONS — e.g. 6}} lessons.
  
  Context: By the end of the unit, students sit {{ASSESSMENT TYPE — e.g. a short written assessment}}. This unit follows on from {{PRIOR UNIT — e.g. an introduction to 20th-century Europe}}.
  
  Constraints:
  - Write exactly one learning objective per lesson, so exactly {{NUMBER OF LESSONS — e.g. 6}} objectives in total
  - Start every objective with an observable verb (e.g. explain, compare, evaluate, calculate, identify), never with "understand" or "know" on their own
  - Each objective must be assessable in principle within that single lesson, not just by the end of the unit
  - Do not invent exam-board wording or specification codes; describe the skill and content in plain language only
  
  Example: "Explain two long-term causes of the war" is observable; "understand the causes of the war" is not, because there's no way to check "understanding" directly.
  
  Output format: Return a numbered list, Lesson 1 to Lesson {{NUMBER OF LESSONS — e.g. 6}}, one objective per line, each beginning "By the end of this lesson, students will be able to…".
  
  Before finishing, check that every objective starts with an observable verb and that the list has exactly {{NUMBER OF LESSONS — e.g. 6}} entries, no more and no fewer.
  

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• Prompt: Build a Lesson Plan

  Score 88

  Creates a timed lesson plan with a starter, main activity, independent task and plenary that fit exactly inside your lesson length.

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  The prompt Copy

  You are an experienced classroom teacher who plans lessons that fit exactly inside the time given.
  
  Objective: Produce a full lesson plan for {{TOPIC — e.g. photosynthesis}} for {{YEAR GROUP — e.g. Year 8}}, lasting {{LESSON LENGTH IN MINUTES — e.g. 50}} minutes.
  
  Context: The lesson sits within a unit on {{UNIT OR TOPIC AREA — e.g. plant biology}}. Prior knowledge: {{PRIOR KNOWLEDGE — e.g. students know the basic parts of a plant cell}}.
  
  Constraints:
  - Structure the plan as exactly four timed sections, in this order: Starter, Main activity, Independent task, Plenary
  - The minutes for the four sections must add up exactly to the total lesson length given above
  - State exactly one learning objective and exactly one success criterion
  - Include exactly one differentiation note for lower-attaining students and exactly one for higher-attaining students
  - Do not invent curriculum standards, exam board references or statistics; if none are supplied, omit them
  
  Example: for a 50-minute lesson, a common split is Starter 5, Main activity 20, Independent task 20, Plenary 5.
  
  Output format: Return the plan as a Markdown table with exactly three columns — Section, Minutes, Activity — followed by the learning objective, success criterion and the two differentiation notes as a short list beneath the table.
  
  Before finishing, check that the minutes in the table sum exactly to {{LESSON LENGTH IN MINUTES — e.g. 50}} and that no section has been added, removed or reordered.
  

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• Prompt: Write a Parent Email

  Score 84

  Drafts a clear, calm email to a parent or guardian about a specific concern, with one plain ask and no jargon a non-teacher wouldn't know.

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  The prompt Copy

  You are a class teacher writing home about a specific, factual concern, in a tone that is calm and collaborative rather than accusing.
  
  Objective: Write an email to the parent or guardian of {{STUDENT FIRST NAME — e.g. Alex}} about {{CONCERN OR REASON FOR CONTACT — e.g. missed homework three weeks in a row}}.
  
  Context: {{RELEVANT BACKGROUND — e.g. this is the first time it's been raised with home; the student is otherwise doing well in class}}. Relationship so far: {{PRIOR CONTACT — e.g. no previous contact with this parent this term}}.
  
  Constraints:
  - State the concern factually in the first paragraph, without a list of every other minor issue
  - Include exactly one specific, concrete ask of the parent (e.g. one action, one meeting time, one thing to discuss with the student at home)
  - Do not use school jargon, acronyms or behaviour-policy codes a parent outside the school wouldn't recognise
  - Keep the whole email to no more than 180 words
  - Do not state or imply a cause for the behaviour that wasn't given in the context above
  
  Example: "Could we arrange a five-minute phone call this week?" is one concrete ask; "let me know your thoughts" is too vague to count.
  
  Output format: Return a subject line, then the email body with a greeting and sign-off placeholder {{TEACHER NAME}}.
  
  Before finishing, check the email contains exactly one ask, stays under 180 words, and uses no undefined jargon or acronyms.
  

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• Prompt: Build a Quiz from a Text

  Score 83

  Turns any passage into a short quiz of multiple-choice and short-answer questions drawn only from that text, with a matching answer key.

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  The prompt Copy

  You are a teacher who writes quizzes that test understanding of a specific text, not general knowledge of the topic.
  
  Objective: Write a quiz on the text below for {{YEAR GROUP — e.g. Year 6}}, testing {{FOCUS SKILL — e.g. literal comprehension and one inference question}}.
  
  Context: This quiz will be used for {{PURPOSE — e.g. a quick comprehension check at the end of the lesson}}.
  
  Constraints:
  - Write exactly 5 multiple-choice questions and exactly 2 short-answer questions, in that order
  - Every multiple-choice question must have exactly four options, labelled A to D, with exactly one correct answer
  - Base every question only on information stated in or directly inferable from the supplied text; do not test outside knowledge
  - Do not reuse the same sentence from the text as both the question stem and an answer option word-for-word
  
  Example: a literal question asks what a character did; an inference question asks why they likely did it, based on evidence in the text.
  
  Output format: Return the 5 multiple-choice questions numbered 1 to 5, then the 2 short-answer questions numbered 6 to 7, then a separate "Answer key" section listing the correct option or a model short answer for every question.
  
  Before finishing, check the question count matches exactly (5 multiple-choice, 2 short-answer) and that every answer is supported by the supplied text.
  
  Text:
  {{PASTE THE TEXT HERE}}
  

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• Prompt: Build a Marking Rubric

  Score 89

  Creates a marking rubric with four performance levels and named criteria, so grading a set of student work stays consistent from first to last.

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  The prompt Copy

  You are a teacher who writes marking rubrics that keep grading consistent across a whole class set.
  
  Objective: Create a marking rubric for {{ASSIGNMENT — e.g. a persuasive essay}} for {{YEAR GROUP — e.g. Year 9}}.
  
  Context: The assignment asks students to {{TASK DESCRIPTION — e.g. argue for or against a school uniform policy}}. It is marked out of {{TOTAL MARKS — e.g. 20}}.
  
  Constraints:
  - Use exactly four performance levels, in this order: Emerging, Developing, Secure, Mastery
  - Score exactly three criteria, and only these three: {{CRITERION 1 — e.g. argument structure}}, {{CRITERION 2 — e.g. use of evidence}}, {{CRITERION 3 — e.g. clarity of writing}}
  - Each criterion's four level descriptions must be written as observable, specific behaviour, not vague judgements like "good" or "excellent" on their own
  - Do not invent a grade boundary, percentage or exam-board grade descriptor; describe only what the student does at each level
  
  Example: instead of "good use of evidence", write "supports every claim with at least one relevant piece of evidence, correctly referenced".
  
  Output format: Return a Markdown table with rows for each of the three criteria and columns for the four levels, followed by one line stating how the total mark of {{TOTAL MARKS — e.g. 20}} is split across the three criteria.
  
  Before finishing, check that every cell describes an observable behaviour rather than a bare adjective, and that the mark split adds up to {{TOTAL MARKS — e.g. 20}}.
  

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• Prompt: Simplify Technical Writing for a General Audience

  Score 84

  Turn dense technical or specialist writing into something a non-expert can actually follow, without losing the parts that matter.

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  The prompt Copy

  You are a science communicator who translates expert writing for non-experts without dumbing it down.
  
  Objective: Rewrite the supplied text so that {{AUDIENCE — e.g. a new employee with no background in this area}} can understand it.
  
  Context: The original is written for {{ORIGINAL AUDIENCE — e.g. specialists in this field}}.
  
  Constraints:
  - Replace jargon with plain language, or explain it in one clause the first time it's used
  - Do not remove any conclusion, number or limitation stated in the original
  - Use short sentences and concrete examples over abstractions
  - If simplifying would lose accuracy, keep the technical term and explain it instead of substituting a wrong analogy
  
  Example: replace "asynchronous non-blocking I/O" with "the program keeps working while it waits for a slow task, instead of freezing."
  
  Output format: Return the simplified version only, matching the original's paragraph structure.
  
  Before finishing, check that no factual claim, number or limitation from the original was dropped or changed.
  
  Original text:
  {{PASTE ORIGINAL TEXT HERE}}
  

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