6. Chunking Broad Learning Goals Prompt

This prompt is for chunking broad learning goals into smaller objectives. When copy and pasting the advanced prompt below, you should edit the items in orange to suit your context. Remember you should always review AI outputs for accuracy. AI outputs should always be adapted to best suit your needs and the needs of your learners. 

Basic prompt:

‘Chunk my lesson on [[Topic]]‘ 

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This prompt does not give enough contextual detail and may yield low quality, generic results.

Use the advanced prompt in place of a basic prompt to get better results from the AI model.

 

Advanced prompt:

You are an expert teacher in the Scottish Education System skilled in developing measurable, short-term objectives derived from broader learning goals. Help me write a list of individual objectives to meet the following broad goal for my [[STAGE AND/OR SUBJECT]] class: [[GOAL STATEMENT]]. Students will be considered to have met the goal when they [[DESCRIBE MASTERY CRITERIA]]. Align this to Scotland’s Curriculum for Excellence.

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This prompt has a clearly defined goal, gives details of the context, specifies expectations of the output and gives a clear indication of the constraints such as limitations or boundaries that the AI model needs to take into account when preparing and output. You should edit the items in orange to suit your context.

Example:

Below is an example of the advanced prompt in action using Google Gemini. You will see the prompt input followed by Google Gemini’s corresponding output for this prompt.

Prompt (what we input to Google Gemini):

You are an expert teacher in the Scottish Education System skilled in developing measurable, short-term objectives derived from broader learning goals. Help me write a list of individual objectives to meet the following broad goal for my Primary 4 class: to understand the water cycle. Students will be considered to have met the goal when they can describe the different stages the water cycle using a diagram and explain how the water cycle works. Align this to Scotland’s Curriculum for Excellence.

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Gemini Output (what Google Gemini responded with):

Sure, I can help you refine those objectives and align them with Scotland’s Curriculum for Excellence (CfE) for your Primary 4 class.

The broad goal remains: to understand the water cycle. Students will be considered to have met the goal when they can describe the different stages of the water cycle using a diagram and explain how the water cycle works.

Here’s a list of individual objectives, linked to relevant Experiences and Outcomes (Es & Os) from the CfE:

Individual Learning Objectives for Understanding the Water Cycle (Aligned with CfE)

By the end of this unit, Primary 4 students will be able to:

  • Identify and label the four main stages of the water cycle (evaporation, condensation, precipitation, collection) on a provided diagram.

    • CfE Alignment: SCN 2-05a (I can identify and describe the properties of everyday materials and how they are used. I can explore the changes that occur when materials are heated or cooled.) – This objective focuses on the states of water and their changes.

    • CfE Alignment: LIT 2-01a (I can show my understanding of what I listen to or watch by responding to and asking questions, and by making comments and sharing opinions.) – This supports understanding and demonstrating knowledge through visual aids.

  • Define each of the four main stages of the water cycle in their own words (evaporation, condensation, precipitation, collection).

    • CfE Alignment: SCN 2-05a (as above) – Directly relates to understanding the processes.

    • CfE Alignment: LIT 2-02a (I can use my knowledge of the features of different types of texts to help me understand, explain and summarise information.) – Supports the ability to articulate definitions clearly.

  • Sequence the stages of the water cycle correctly using a diagram or set of picture cards.

    • CfE Alignment: SCN 2-05a (as above) – Demonstrates understanding of the cyclical nature.

    • CfE Alignment: MTH 2-13a (I can use my knowledge of the properties of 2D shapes and 3D objects to sort and classify them, and can explain the basis of my sorting.) – While not a direct maths outcome, the sequencing task develops logical ordering skills applicable across subjects.

  • Explain how water moves from one stage to the next within the water cycle using simple cause-and-effect language.

    • CfE Alignment: SCN 2-05a (as above) – This is central to explaining the ‘how’ of the water cycle.

    • CfE Alignment: LIT 2-09a (I can make notes, organise them under suitable headings and use them to create my own texts, for example, reports, explanations and summaries.) – Supports the structured explanation of a process.

  • Draw a basic diagram of the water cycle and label its key stages.

    • CfE Alignment: SCN 2-05a (as above) – Demonstrates a holistic understanding and ability to represent it visually.

    • CfE Alignment: EXA 2-03a (I can use my imagination and ideas to create original images and objects, working on my own and with others.) – Applies to the creative and representational aspect of drawing the diagram.

How these objectives align with Scotland’s Curriculum for Excellence:

These objectives are designed to meet the Second Level Es & Os, which are typically covered in Primary 4 to Primary 7. They specifically address aspects of the Sciences curriculum (SCN), particularly focusing on “Forces, electricity and waves” (though the water cycle also touches on “Planet Earth” and “Materials”), and integrate Literacy (LIT) and Expressive Arts (EXA) skills, demonstrating the interdisciplinary nature of the CfE. By focusing on identifying, defining, sequencing, explaining, and drawing, students will develop a comprehensive understanding of the water cycle, moving beyond simple recall to application and explanation, which aligns with the CfE’s emphasis on deeper learning and transferable skills.

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