Category: Prompt

11. Differentiated Activities using Bloom’s Taxonomy

This prompt is for generating ideas for learning activities organised by Bloom’s Taxonomy that you can integrate into lessons. 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:

‘Generate some activity ideas for my [[ STAGE OR SUBJECT ]] class 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 [[ STAGE OR SUBJECT ]] teacher in the Scottish education system experienced in developing lesson plans, assessments, and educational frameworks that result in effective and meaningful learning for your students. Your task is to create a list of activity ideas using Bloom’s Taxonomy for [[ LEVEL AND SUBJECT ]] learners studying [[ TOPIC ]], with [[ NUMBER ]] activities for each level of Bloom’s Taxonomy. Format as a bulleted list. Suggest how each set of tasks are differentiated to suit different levels. 

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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 History teacher in the Scottish education system experienced in developing lesson plans, assessments, and educational frameworks that result in effective and meaningful learning for your students. Your task is to create a list of activity ideas using Bloom’s Taxonomy for S1 History learners studying aspects of life in Ancient Rome and its empire, with 3 activities for each level of Bloom’s Taxonomy. Format as a bulleted list. 

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Gemini Output (what Google Gemini responded with):

Here is a list of activity ideas for S1 History learners studying Ancient Rome, structured using Bloom’s Taxonomy. Each section includes suggestions for differentiation.

Remembering

 

  • Create Flashcards: Students make flashcards for key terms (patrician, plebeian, aqueduct). This helps them memorise basic vocabulary.

  • Label a Map: Provide a blank map of the Roman Empire for students to label major cities and provinces.

  • Roman Word Search: Students complete a word search puzzle with names of key figures and concepts.

Differentiation for Remembering: Provide word banks or completed examples for students who need extra support. More advanced learners can be challenged to create their own word search puzzles or to write a short sentence for each term they define.

Understanding

 

  • Draw a Comic Strip: Students create a comic strip illustrating a significant Roman event, like the founding myth of Romulus and Remus.

  • Explain a Roman Building: In pairs, students research a Roman building (Colosseum, Pantheon) and explain its purpose and use.

  • Create a Venn Diagram: Students use a Venn diagram to compare the lives of a Roman patrician and a plebeian.

Differentiation for Understanding: For scaffolding, provide sentence starters or a pre-prepared template for the comic strip or Venn diagram. Extend more confident students by asking them to include a short written summary explaining their diagram or comic strip’s meaning.

Applying

 

  • Roman Role-Play: Students act out a scenario from Roman life, such as a debate in the Senate, using correct terminology and social roles.

  • Design an Aqueduct: Students design and build a small-scale model of an aqueduct that can transport water.

  • Write a Diary Entry: Students write a diary entry from the perspective of a Roman slave or soldier, incorporating factual details about their daily life.

Differentiation for Applying: Provide clear roles and scripts for the role-play to support less confident students. For the aqueduct task, some students can be given pre-cut materials. More able students can be challenged to write a longer, more detailed diary entry that includes personal thoughts and feelings based on their research.

Analysing

 

  • Source Analysis: Students analyse a primary source, like an image of a bust of an emperor or an excerpt from Tacitus, to determine its significance.

  • Cause and Effect Chart: Students create a chart to illustrate the causes and effects of a key event, such as the Punic Wars or the assassination of Julius Caesar.

  • Debate: Organise a class debate on a topic like “Was the Roman Empire’s expansion a force for good or evil?”

Differentiation for Analysing: Provide annotated sources or a guiding question sheet for students who need more support. Challenge more confident students by providing multiple, conflicting sources for them to compare and contrast.

Evaluating

 

  • Historical ‘Dragon’s Den’: Students pitch a Roman invention, like concrete, arguing for its importance and long-term impact on history.

  • Create a Museum Exhibit: Students research a topic and design an exhibit, including text panels and captions, justifying why their chosen artefacts are important.

  • Write a Book Review: After reading a historical fiction book set in Ancient Rome, students write a review evaluating its historical accuracy.

Differentiation for Evaluating: Provide a clear marking rubric or a ‘pitch’ template for the ‘Dragon’s Den’ activity. For the book review, offer a list of criteria to evaluate the book against. More able students can be asked to write a more critical review that compares the book to other sources.

 

Creating

 

  • Design a Roman City: In groups, students design their own Roman city, including a plan, key buildings, and an explanation of their architectural choices.

  • Produce a Documentary: Students create a short video documentary on a specific aspect of Roman life, such as gladiators or public baths.

  • Create a Roman Newspaper: Students produce a newspaper with articles, opinion pieces, and advertisements covering various topics.

Differentiation for Creating: Provide a structured template for the newspaper or a storyboard for the documentary. Less able students can be given a specific role within the group task. More advanced students can be encouraged to include multiple perspectives in their newspaper articles or to add a voice-over and music to their documentary.

10. Enhancing Accessibility

This prompt is for generating ideas on how to help you evaluate and improve the accessibility of learning materials, lesson plans or activities. For this prompt you may wish to upload an existing lesson plan or slide deck to Google Gemini alongside the prompt. 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:

‘How can I make this more accessible?’ 

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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 in inclusive design and accessibility in education. Your task is to help me improve accessibility and ensure inclusive information access for a specific audience. Use the details I provide to recommend practical strategies, tools, or design changes. Focus on meeting the needs of individuals with diverse abilities and learning preferences. This accessibility planning is for [[ DESCRIPTION OF MATERIALS, ENVIRONMENT, OR ACTIVITIES ]], intended for [[ TARGET AUDIENCE ]] in Scotland, and currently includes [[ EXISTING FORMAT / FEATURES ]]. Please suggest improvements based on best practices in universal design and accessibility standards such as the four pillars of inclusion: present, participating, achieving, supported. Pay specific attention to the following needs: [[ LIST ANY SPECIFIC NEEDS IF REQUIRED ]].

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 in inclusive design and accessibility in education. Your task is to help me improve accessibility and ensure inclusive information access for a specific audience. Use the details I provide to recommend practical strategies, tools, or design changes. Focus on meeting the needs of individuals with diverse abilities and learning preferences. This accessibility planning is for a lesson on the water cycle including the specific processes of evaporation, condensation, precipitation, and collection, intended for P6 in Scotland and currently includes a Powerpoint presentation, a paper worksheet, a YouTube video explaining the water cycle and an activity making a diagram of the water cycle. Please suggest improvements based on best practices in universal design and accessibility standards such as the four pillars of inclusion: present, participating, achieving, supported. Pay specific attention to the following needs: dyslexia, dyscalculia, visual impairment.

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Gemini Output (what Google Gemini responded with):

Improving Accessibility for a P6 Water Cycle Lesson 💧

Here are practical strategies to enhance the accessibility of a P6 lesson on the water cycle, focusing on the needs of students with dyslexia, dyscalculia, and visual impairments. These recommendations align with the four pillars of inclusive design: present, participating, achieving, and supported.

1. Present: Making Content Accessible

  • PowerPoint Presentation:

    • For dyslexia, use a clear, sans-serif font (like Arial or Calibri) at a minimum size of 24 points. Use short sentences and bullet points. Bold key terms like evaporation and precipitation to highlight them. Maintain high contrast between text and background.

    • For visual impairment, use a larger font size (32 points or more). Provide concise alt-text for all images and diagrams, describing what they show (e.g., “A diagram of the water cycle showing water evaporating from a lake and forming clouds”). Consider using a screen reader-friendly format.

  • YouTube Video:

    • The video must have accurate closed captions for all narration. This benefits students with dyslexia who may struggle with auditory processing.

    • For visual impairment, ensure the video has clear, descriptive audio narration that explains all visual elements. An audio-described version is ideal.

2. Participating: Fostering Active Engagement

  • Paper Worksheet:

    • Offer a digital version of the worksheet that students with dyslexia or visual impairments can use with assistive technology like text-to-speech software or screen magnifiers.

    • For dyslexia, use a simple layout with ample white space. Use bold text to highlight instructions and keywords.

    • For dyscalculia, ensure the worksheet has no unnecessary numerical tasks. The focus should be on the processes and vocabulary.

    • For visual impairment, provide a large-print version of the worksheet.

3. Achieving: Providing Diverse Ways to Demonstrate Learning

  • Diagram Activity:

    • For dyslexia, allow students to use digital tools to create their diagrams, which allows for easy editing and spell-checking. They could also create a storyboard or a short comic strip of a water droplet’s journey, which shifts the focus from a traditional diagram.

    • For visual impairment, the activity can be adapted to use tactile materials. Students can use textured paper for water, cotton balls for clouds, and pipe cleaners to show the path of the cycle. They can verbally explain their model.

    • For all learners, offer a choice of outputs: a physical diagram, a digital drawing, or a verbal explanation.

4. Supported: Offering Scaffolding and Tools

  • General Strategies:

    • Pre-teach vocabulary before the lesson begins. Provide a simple vocabulary list with definitions and images.

    • Chunk the lesson into smaller, manageable parts with short breaks in between.

    • Encourage the use of assistive technologies like screen readers and text-to-speech software.

    • Offer peer support by pairing students for certain activities. This allows for collaborative learning and provides a supportive environment.

9. Digital Pedagogy Ideas Prompt

This prompt is for generating ideas on how to embed digital learning pedagogies, tools or experiences into your lessons. For this prompt you may wish to upload an existing lesson plan or slide deck to Google Gemini alongside the prompt. 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:

‘How can I use digital tools in my [[Topic]] lesson with [[ AGE or STAGE ]] class’ 

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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 in digital pedagogy and curriculum design within the Scottish education system. Your role is to support teachers in embedding meaningful and purposeful digital learning opportunities into their existing lessons or activity plans. You understand how to enhance learning through digital tools, while aligning with Scotland’s Curriculum for Excellence and supporting skill development in line with the Digital Literacy and Computing Science experiences and outcomes. 
Your task is to take an existing lesson or learning activity on the topic of [[ TOPIC ]], designed for [[ AGE or STAGE ]] learners in Scotland, and suggest [[ NUMBER ]] digital enhancements or integrations that: 
– Strengthen learning and engagement 
– Are achievable using [[1:1 or SHARED iPADS ]] and [[ MICROSOFT TEAMS or GOOGLE CLASSROOM, note: only include this if learners use a Virtual Learning Environment in your class]].
– Support CfE Es and Os across subject areas, particularly Digital Literacy 
– Provide opportunities for collaboration, creativity, research, expression, or assessment 
– Use accessible, free, tools or apps suitable for classroom use 
– Include suggestions for AiFL techniques, differentiation, and interdisciplinary links, where relevant 
For each digital integration, include: 
– A short description of the digital activity or enhancement 
– The purpose or intended learning gain 
– Suggested tools/platforms or apps taking into account existing core Apple iPad apps and the services available via Scotland’s Glow platform [[ HERE YOU CAN ALSO INCLUDE ANY OTHER APPS OR SERVICES YOU SPECIFICALLY WANT TO USE ]] 
– How it fits into the lesson flow (before, during, or after the main activity) 
– Any Es and Os or benchmarks supported 
– Notes on support/challenge, accessibility, and digital safety considerations 
Focus on enhancements that are meaningful, not just “add-on” tech — they should improve the learning experience or deepen understanding of the topic.

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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. Please remember that the AI model does not know which apps/services are available to Falkirk users and may sometimes suggest things that are not available to you, when reviewing the output you can look at the intended outcome/activity and amend the app suggestion to something you do have access to. This is a excellent reminder that teacher knowledge, experience and expertise must accompany any AI use.

 

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. As mentioned above, the AI model does not know which apps/services are available to Falkirk users and may sometimes suggest things that are not available to you, in this instance it suggests using Flip which is not available within Glow. Please ensure you have performed your due diligence in checking app suggestions and availability/access before you deliver any activity to your class.

Prompt (what we input to Google Gemini):

You are an expert Primary 5 teacher in the Scottish education system skilled in developing detailed learning intentions and success criteria that are meaningfully connected to learning outcomes for your students. Your task is to generate a list of 3 learning intentions and their linked success criteria for my Primary 5 class for a lesson on The Titanic focused on the class system operated on the ship. Each learning intention should begin with ‘I can’ and use a Bloom’s Taxonomy classification of educational learning objectives. Each success criteria should begin with ‘I have’ and give a clear, tangible action, product or goal that will show they have met the learning intention. Align to Scotland’s Curriculum for Excellence. 

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Gemini Output (what Google Gemini responded with):

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 in digital pedagogy and curriculum design within the Scottish education system. Your role is to support teachers in embedding meaningful and purposeful digital learning opportunities into their existing lessons or activity plans. You understand how to enhance learning through digital tools, while aligning with Scotland’s Curriculum for Excellence and supporting skill development in line with the Digital Literacy and Computing Science experiences and outcomes. 
Your task is to take an existing lesson or learning activity on the topic of healthy eating, designed for S1 learners in Scotland, and suggest five digital enhancements or integrations that: 
– Strengthen learning and engagement 
– Are achievable using 1:1 iPads and Microsoft Teams
– Support CfE Es and Os across subject areas, particularly Digital Literacy 
– Provide opportunities for collaboration, creativity, research, expression, or assessment 
– Use accessible, free, tools or apps suitable for classroom use 
– Include suggestions for AiFL techniques, differentiation, and interdisciplinary links, where relevant 
For each digital integration, include: 
– A short description of the digital activity or enhancement 
– The purpose or intended learning gain 
– Suggested tools/platforms or apps taking into account existing core Apple iPad apps and the services available via Scotland’s Glow platform
– How it fits into the lesson flow (before, during, or after the main activity) 
– Any Es and Os or benchmarks supported 
– Notes on support/challenge, accessibility, and digital safety considerations 
Focus on enhancements that are meaningful, not just “add-on” tech — they should improve the learning experience or deepen understanding of the topic.

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Gemini Output (what Google Gemini responded with):

You’re right to emphasise meaningful integration with existing tools and the Scottish educational context! Leveraging 1:1 iPads and Scotland’s Glow platform (which provides access to Microsoft 365 services like Teams, Word, PowerPoint, OneNote, etc.), here are five digital enhancements for an S1 healthy eating lesson.

Original Lesson/Activity (Assumed Context): An S1 Health and Wellbeing lesson on healthy eating, covering concepts like the Eatwell Guide, understanding food groups, making healthy choices, and potentially planning balanced meals. Activities might typically involve group discussions, creating physical posters, or analysing food labels.

Digital Enhancement 1: Interactive Eatwell Guide Annotation & Explanation

  • Description of Digital Activity: Instead of simply drawing, learners will use a digital image of the Eatwell Guide (provided by the teacher) in Apple Keynote (or Microsoft PowerPoint via Glow). They will use the drawing tools, text boxes, and image insertion features to:

    • Label each section of the Eatwell Guide.

    • Add examples of foods from each group (either by inserting images found via a safe image search or by drawing/typing them).

    • Write a short explanation for each section, detailing its importance and the recommended proportion in a healthy diet.

    • Students can then record a short audio narration for each section using the built-in audio recording feature in Keynote/PowerPoint, explaining their choices and understanding.

  • Purpose/Intended Learning Gain: To deepen understanding of the Eatwell Guide beyond rote memorisation, by actively engaging with its components and articulating their purpose. The digital format allows for easy editing, multimedia integration (images, text, audio), and a more dynamic representation of learning. It fosters digital literacy in creating multimedia content and organising information effectively.

  • Suggested Tools/Platforms:

    • Apple Keynote (core iPad app): Excellent for creating visually rich, interactive presentations with drawing tools, text, image insertion, and built-in audio recording.

    • Microsoft PowerPoint (via Glow/Teams): A strong alternative if the school prefers the Microsoft suite, offering similar functionalities for digital poster creation and annotation.

    • Safari (on iPad): For a quick, teacher-guided image search (e.g., “healthy food images for kids”).

  • Lesson Flow: During (as a core individual or paired activity after initial introduction to the Eatwell Guide).

  • Es and Os/Benchmarks Supported:

    • HWB 3-22a: I can explain the importance of a balanced diet in maintaining a healthy lifestyle.

    • TCH 3-01a: I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these in an appropriate way. (Digital Literacy: using presentation software for content creation and organisation).

    • Literacy: LIT 3-04a: I can use my knowledge of language and choose appropriate vocabulary to convey my meaning clearly and effectively.

    • Expressive Arts: EXA 3-05a: I can express my ideas and feelings, using a range of materials and techniques.

  • Support/Challenge/Accessibility/Digital Safety:

    • Support: Provide pre-labelled sections on the Eatwell Guide image. Offer a bank of suitable food images. Provide sentence starters for explanations. Utilise iPad accessibility features like “Speak Selection” or “Dictation” for text input.

    • Challenge: Require students to include specific nutrient information for selected foods within each section. Ask them to research and integrate information about why certain food groups are particularly important (e.g., “Why do we need fibre?”). They could also add a short section on cultural variations of healthy eating.

    • Accessibility: Keynote/PowerPoint have good accessibility features. Ensure visual clarity and sufficient contrast. Encourage the use of audio narration for those who prefer speaking over typing.

    • Digital Safety: Emphasise using approved images or clip art. Remind students that audio recordings should only contain relevant academic content.

Digital Enhancement 2: “Food Forensics” – Digital Food Label Analysis

  • Description of Digital Activity: Students work in pairs. Each pair is given (or brings from home, with parental permission) a food item packaging (e.g., a cereal box, a pre-packaged snack). They use their iPad’s camera to take a clear photo of the nutritional information panel. They then open this image in Apple Pages (or Microsoft Word via Glow/Teams) and digitally annotate it, highlighting key information (e.g., calories, fat, sugar, salt, protein, fibre). They will then write a short summary (or create a bulleted list) evaluating the food item’s healthiness based on learned criteria and the Eatwell Guide principles. These annotated images and summaries are then uploaded to a designated channel in Microsoft Teams for peer review.

  • Purpose/Intended Learning Gain: To develop critical thinking skills related to food choices, interpret complex information (food labels), and apply healthy eating knowledge to real-world products. It enhances digital literacy in image annotation, information extraction, and online sharing for feedback.

  • Suggested Tools/Platforms:

    • iPad Camera: For capturing food label images.

    • Apple Pages (core iPad app): For inserting images, annotating with drawing tools/text boxes, and writing summaries.

    • Microsoft Word (via Glow/Teams): A good alternative for annotation and text creation.

    • Microsoft Teams: For sharing work and facilitating peer feedback.

    • Teacher-provided resources: E.g., a simple “traffic light” guide for food labelling from NHS Scotland.

  • Lesson Flow: During (as a practical application activity after learning about food groups and healthy choices).

  • Es and Os/Benchmarks Supported:

    • HWB 3-23a: I can research and explain how my diet affects my short-term and long-term health. (Understanding food composition).

    • TCH 3-02a: Having used digital technologies to search, access and retrieve information I can justify my selection in terms of validity, reliability and have an awareness of plagiarism. (Applying critical analysis to information).

    • Literacy: LIT 3-09a: I can present my ideas and information in different ways to suit my audience and purpose.

    • Numeracy: MNU 3-20a: I can use my knowledge of money and financial calculations to manage my finances and to make informed choices. (Could extend to cost comparison of healthy options).

  • Support/Challenge/Accessibility/Digital Safety:

    • Support: Provide a template for annotation (e.g., circles for sugar, squares for fat). Pre-select simpler food labels. Provide a checklist of criteria to look for. Use Immersive Reader in Pages/Word to support reading complex text.

    • Challenge: Ask students to compare two similar products and recommend the healthier choice, justifying their decision with numerical data from the labels. Encourage them to research recommended daily allowances for different nutrients for their age group.

    • Accessibility: Ensure clear photos of labels. Allow text input via dictation. Provide digital magnifiers if needed for small print.

    • Digital Safety: Remind students to only photograph food labels, not people or private details. Emphasise respectful and constructive peer feedback on Teams.

Digital Enhancement 3: Collaborative “Healthy Recipe Swap” in OneNote

  • Description of Digital Activity: Working in small groups (3-4 students), learners will collaborate on a shared section within a Microsoft OneNote notebook (accessible via Glow/Teams). Each group will choose a meal type (e.g., breakfast, lunch, dinner, snack) and research/adapt a healthy recipe for it. They will document their recipe in OneNote, including ingredients, method, a photo (either found online or taken of a prepared dish if appropriate/possible), and a short explanation of why it’s a healthy choice. OneNote allows real-time collaboration, so groups can work together on the same page. The teacher can monitor progress and provide feedback directly in the notebook.

  • Purpose/Intended Learning Gain: To promote collaborative research and creative application of healthy eating principles. It builds digital organisation skills, reinforces understanding of balanced meals, and encourages sharing of practical ideas.

  • Suggested Tools/Platforms:

    • Microsoft OneNote (via Glow/Teams): Ideal for collaborative note-taking, recipe organisation, and embedding images.

    • Microsoft Teams: For group communication and access to the shared OneNote notebook.

    • Safari (on iPad): For recipe research on reputable websites (e.g., NHS Scotland, BBC Good Food – Healthy Recipes).

    • iPad Camera: If students want to photograph their own (prepared) dish.

  • Lesson Flow: During (as a collaborative project building on earlier knowledge).

  • Es and Os/Benchmarks Supported:

    • HWB 3-24a: I can apply my knowledge of food and nutrition to plan and prepare healthy meals and snacks.

    • TCH 3-03a: I can engage with others in online communities, demonstrating an understanding of responsible digital behaviour and an awareness of how to keep myself safe and secure. (Digital Literacy: collaborative online working).

    • Literacy: LIT 3-20a: I can work with others to create a story or poem. (Adapted for recipe creation).

    • Technologies: TCH 3-04a: I can select and use digital technologies to solve real-world problems. (Solving the problem of planning a healthy meal).

  • Support/Challenge/Accessibility/Digital Safety:

    • Support: Provide a template within OneNote for recipe structure. Offer a list of pre-vetted healthy recipe websites. Suggest ingredients or meal types to simplify choices.

    • Challenge: Ask groups to calculate the approximate cost per serving or compare the nutritional value of their healthy recipe to a less healthy alternative. Encourage them to consider sustainability or local sourcing of ingredients.

    • Accessibility: OneNote supports dictation and Immersive Reader. Ensure clear layout and sufficient contrast for readability.

    • Digital Safety: Remind students to only use appropriate images and source recipes from reliable sites. Emphasise positive and respectful collaboration within the shared OneNote space.

Digital Enhancement 4: “Healthy Eating Myth Buster” Interactive Quiz (Microsoft Forms)

  • Description of Digital Activity: After learning about common healthy eating myths or misconceptions, students (individually or in pairs) create their own “Myth Buster” questions using Microsoft Forms (accessible via Glow). Each question will present a common food myth (e.g., “All fats are bad for you,” “Skipping breakfast helps you lose weight”) and then provide multiple-choice answers, with one correct answer and a short, evidence-based explanation for why the correct answer is true and the myth is false. These quizzes can then be shared with classmates via Microsoft Teams for a quick AIfL check or a fun challenge.

  • Purpose/Intended Learning Gain: To solidify understanding by challenging misconceptions and applying critical thinking. It encourages students to articulate scientific reasons for healthy choices and develops skills in creating interactive digital assessments. Provides immediate feedback for learners.

  • Suggested Tools/Platforms:

    • Microsoft Forms (via Glow): Excellent for creating quizzes with various question types, including explanations for answers.

    • Microsoft Teams: For sharing the quiz link and for a quick debrief after completion.

    • Safari (on iPad): For quick fact-checking/research for their myth.

  • Lesson Flow: During/After (as an AIfL activity or a review tool, allowing students to consolidate learning and identify areas of misconception).

  • Es and Os/Benchmarks Supported:

    • HWB 3-22a: I can explain the importance of a balanced diet in maintaining a healthy lifestyle.

    • TCH 3-05a: I can use and evaluate a range of software and online resources to solve problems, present information and engage with others. (Digital Literacy: using a digital tool for assessment/knowledge sharing).

    • Literacy: LIT 3-06a: I can explain and justify my own and others’ ideas and opinions.

  • Support/Challenge/Accessibility/Digital Safety:

    • Support: Provide a list of common healthy eating myths to choose from. Offer sentence starters for the explanations. Guide students through the Forms interface.

    • Challenge: Require students to include a source for their “myth busted” explanation. Encourage them to find less common myths or create a short “fun fact” related to their myth.

    • Accessibility: Microsoft Forms is generally accessible, and questions can be read aloud using iPad accessibility features. Ensure questions are clear and concise.

    • Digital Safety: Remind students to only create questions related to the lesson content. Emphasise that responses should be respectful and focused on learning.

Digital Enhancement 5: “Healthy Lifestyle Vlog” (Clips/iMovie/Flip)

  • Description of Digital Activity: Working individually or in pairs, students plan and create a short (1-2 minute) video “vlog” or “advert” demonstrating one aspect of a healthy lifestyle beyond just food (e.g., importance of sleep, physical activity, hydration, screen time balance). They will use the Apple Clips or iMovie app (or Flip if preferred for short video responses) on their iPads to record, edit, and add text, music, or effects. The videos can be simple demonstrations, interviews, or persuasive adverts. Finished videos are then uploaded to a secure channel in Microsoft Teams for sharing and a class “film festival” or peer review.

  • Purpose/Intended Learning Gain: To encourage creative expression, synthesise learning about holistic health, and develop digital storytelling and basic video editing skills. It promotes confident individual expression and can be a powerful advocacy tool.

  • Suggested Tools/Platforms:

    • Apple Clips (core iPad app): Simple, user-friendly video creation with fun effects, text, and music.

    • Apple iMovie (core iPad app): For slightly more advanced editing, transitions, and multiple clips.

    • Flip (integrated with Teams): Excellent for short, social learning videos and peer interaction.

    • Microsoft Teams: For secure sharing, viewing, and discussion.

  • Lesson Flow: After (as a creative summative task or extended learning project).

  • Es and Os/Benchmarks Supported:

    • HWB 3-03a: I am developing my understanding of the factors that can affect my mental and emotional wellbeing and can demonstrate my ability to deal with them in a positive way.

    • TCH 3-04a: I can use digital technologies to create, design, and present my ideas in creative and engaging ways. (Digital Literacy: multimedia content creation).

    • Expressive Arts: EXA 3-05a: I can express my ideas and feelings, using a range of materials and techniques.

    • Literacy: LIT 3-26a: I can show understanding of a range of forms and features of media content. (When analysing peers’ vlogs).

  • Support/Challenge/Accessibility/Digital Safety:

    • Support: Provide a storyboard template. Offer clear prompts for video content (e.g., “Show three ways to be active”). Encourage using text overlays instead of voice if preferred.

    • Challenge: Ask students to research and include statistics to support their message, interview a relevant family member, or design a call to action for their audience. Encourage more complex editing techniques or use of green screen effects (if resources allow).

    • Accessibility: Both Clips and iMovie are generally accessible. Encourage the use of captions or text overlays for spoken content.

    • Digital Safety: Crucial. Explicitly teach and reinforce digital citizenship. Emphasise that videos must onlybe shared within the secure Teams channel. Remind students about appropriate content, privacy (no personal identifying info, faces of others without consent), and respectful online behaviour. Parental consent for recording and sharing should be explicitly obtained if videos include home environments or are shared beyond the class.

These enhancements are designed to be purposeful, leveraging the 1:1 iPad environment and Glow’s Microsoft Teams capabilities to genuinely deepen learning, develop key CfE skills, and provide engaging, authentic tasks for S1 learners.

8. Activity Ideas Prompt

This prompt is for generating ideas for learning activities that you can integrate into lessons. 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:

‘Generate some activity ideas for my [[ STAGE OR SUBJECT ]] class 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 [[ STAGE OR SUBJECT ]] teacher in the Scottish education system. You are highly skilled at designing engaging, purposeful and varied classroom activities that support deep learning. Your task is to generate a list of [[ NUMBER ]] high-quality [[ ACTIVE LEARNING / CREATIVE / COLLABORATIVE LEARNING / CHALLENGE BASED LEARNING / EXPERIENTIAL LEARNING / INTERDISCIPLINARY LEARNING / INQUIRY BASED LEARNING / REFLECTIVE / DIGITAL / SELF DIRECTED LEARNING ]] activity ideas to use in a unit on [[TOPIC]]. These activities should be suitable for [[AGE OR STAGE]] learners in Scotland, and should align with the Curriculum for Excellence. Where relevant, activities should support active learning, skills development, or collaborative learning. At least some activities should be designed to include digital elements, using [[1:1 or SHARED iPADS]] as appropriate. For each activity include: the Es and Os or benchmark(s) it links to; a brief description of the activity, including how it could be delivered; the materials or tech needed, including any suggested digital tools or apps; any interdisciplinary links or skills development opportunities; notes on how the activity can be adapted for support or challenge. Design the activities so they can either stand alone or be integrated into a wider unit or lesson plan.

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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 Primary 3 teacher in the Scottish education system. You are highly skilled at designing engaging, purposeful and varied classroom activities that support deep learning. Your task is to generate a list of six high-quality creative or collaborative learning activity ideas to use in a unit on the rainforest. These activities should be suitable for Primary 3 learners in Scotland, and should align with the Curriculum for Excellence. Where relevant, activities should support active learning, skills development, or collaborative learning. At least some activities should be designed to include digital elements, using shared iPads as appropriate. For each activity include: the Es and Os or benchmark(s) it links to; a brief description of the activity, including how it could be delivered; the materials or tech needed, including any suggested digital tools or apps; any interdisciplinary links or skills development opportunities; notes on how the activity can be adapted for support or challenge. Design the activities so they can either stand alone or be integrated into a wider unit or lesson plan.

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Gemini Output (what Google Gemini responded with):

Here are six high-quality, creative, and collaborative learning activity ideas for a Primary 3 rainforest unit, designed for the Scottish Curriculum for Excellence:

 

Activity 1: Rainforest Layers Diorama Challenge

  • Es and Os/Benchmark(s):

    • SCN 1-01a: I can identify and name a range of living things and recognise that they have particular characteristics that enable them to survive in particular environments.

    • TCH 1-01a: I can explore and experiment with materials and tools to create a product.

    • Literacy and English: LIT 1-04a: I can share my thoughts and feelings about texts.

  • Description: Working in small groups (3-4 children), each group will create a 3D diorama depicting one specific layer of the rainforest (e.g., emergent, canopy, understory, forest floor). They will research the animals and plants that live in their assigned layer using provided resources (books, fact cards, or pre-selected websites on shared iPads). Groups will then design and construct their diorama using a shoebox or similar container, incorporating various materials to represent the environment and its inhabitants. Finally, each group will present their diorama to the class, explaining their chosen layer and the adaptations of the creatures and plants within it.

  • Materials/Tech Needed: Shoeboxes, various craft materials (cardboard, paper, pipe cleaners, googly eyes, fabric scraps, natural materials like twigs/leaves), glue, scissors, art supplies (paints, crayons, markers). Shared iPads with access to pre-vetted websites (e.g., National Geographic Kids, San Diego Zoo Kids) or educational apps like Pic Collage (for initial visual planning/mood board).

  • Interdisciplinary Links/Skills Development: Science (biology, ecosystems), Art & Design (3D construction, material exploration), Literacy (research, presentation skills, vocabulary development), Social Studies (understanding different environments), Collaboration, Problem-solving, Creativity.

  • Adaptations:

    • Support: Provide pre-cut animal/plant shapes for children to decorate, offer sentence stems for presentations, pre-assign roles within groups, provide simpler research materials.

    • Challenge: Encourage children to include facts about the importance of their layer, research specific adaptations of animals, create a short written explanation to accompany their diorama, or even record a short narration using an app like SeeSaw to go with their diorama.

 

Activity 2: Digital Rainforest Animal Adaptations Poster

 

  • Es and Os/Benchmark(s):

    • SCN 1-01a: I can identify and name a range of living things and recognise that they have particular characteristics that enable them to survive in particular environments.

    • TCH 1-04a: I can use digital technologies to research, organise and present information in a clear and organised way.

    • Literacy and English: LIT 1-09a: I can present my ideas and information in different ways to suit my audience and purpose.

  • Description: In pairs, children will choose a specific rainforest animal to research. Using shared iPads, they will find information about its habitat, diet, and unique adaptations that help it survive in the rainforest environment. They will then create a digital poster using an app like Pic Collage or Keynote/Pages, incorporating images, text, and potentially short audio recordings of interesting facts. The posters will be shared with the class on the interactive whiteboard, with each pair briefly explaining their chosen animal.

  • Materials/Tech Needed: Shared iPads with internet access, Pic Collage (or similar collage/poster app), Keynote/Pages (for more structured poster creation), access to royalty-free image libraries (e.g., Pixabay for Kids, Google Images with safe search enabled).

  • Interdisciplinary Links/Skills Development: Science (animal adaptations, biodiversity), Digital Technologies (research, information organisation, digital creativity), Literacy (information retrieval, summarising, presenting), Collaboration, Critical thinking (evaluating information).

  • Adaptations:

    • Support: Provide pre-selected lists of animals with key facts, offer sentence starters for writing, demonstrate how to use the chosen app step-by-step, provide image banks to choose from.

    • Challenge: Encourage children to include a “Did You Know?” fact, research a threat to their animal, create a short quiz for their classmates based on their poster, or use a more advanced presentation app to include animations or transitions.

 

Activity 3: Rainforest Soundscape Story

 

  • Es and Os/Benchmark(s):

    • EXA 1-02a: I have experienced the energy and excitement of creating and performing music, and can share my experiences with others.

    • LIT 1-01a: I enjoy exploring and talking about words, sounds and images.

    • HWB 1-19a: I know that my actions and decisions have consequences for myself and for others.

  • Description: The class will collectively create a “rainforest soundscape.” Start by discussing the different sounds one might hear in the rainforest (animals, rain, wind, rustling leaves). Children will work in small groups to brainstorm and then create different sound effects using their voices, body percussion, and classroom instruments. Once practiced, the whole class will layer these sounds to create a continuous rainforest soundscape. To extend, groups can then use a simple digital recording app (like Voice Memos or GarageBand on iPads) to record short segments of their soundscape, which can then be played during quiet reading time or as background for other rainforest activities.

  • Materials/Tech Needed: Classroom percussion instruments (shakers, drums, woodblocks), found sounds (crumpled paper for rustling, spray bottle for rain), shared iPads with Voice Memos or GarageBand (if available and familiar).

  • Interdisciplinary Links/Skills Development: Expressive Arts (music, drama), Literacy (descriptive language, storytelling), Science (understanding ecosystems and their sounds), Collaboration, Listening skills, Creativity, Imagination.

  • Adaptations:

    • Support: Provide examples of rainforest sounds, guide children in making specific sounds, assign specific instruments or sound types to groups, provide a simple story prompt to inspire the soundscape.

    • Challenge: Encourage children to create a short narrative that their soundscape accompanies, incorporate more complex rhythms, explore pitch and dynamics, or use sound editing features in a more advanced app (e.g., trimming, fading).

 

Activity 4: Collaborative Rainforest Story Writing

 

  • Es and Os/Benchmark(s):

    • LIT 1-20a: I can work with others to create a story or poem.

    • LIT 1-26a: I can make notes and organise them to help me remember and retrieve information.

    • TCH 1-04a: I can use digital technologies to research, organise and present information in a clear and organised way.

  • Description: The class will collaboratively write a story set in the rainforest. This can be done in stages. Begin with a class brainstorm of characters, settings, and potential plot points, perhaps recording ideas on a shared whiteboard or a collaborative document on the interactive whiteboard. Then, divide the class into small groups (3-4 children). Each group will be responsible for writing a specific chapter or section of the story. They can use a collaborative word processing app like Google Docs (if accessible) on shared iPads, allowing them to see each other’s contributions in real-time, or simply write on large paper and then transcribe/type up. The completed sections will then be put together to form the complete story, which can be read aloud by the class or even published as a simple class e-book.

  • Materials/Tech Needed: Large paper and pens for initial drafting, shared iPads with Google Docs (if available), or a word processing app like Pages/Docs for transcribing. Interactive whiteboard for brainstorming.

  • Interdisciplinary Links/Skills Development: Literacy (creative writing, storytelling, plot development, character creation, vocabulary), Digital Technologies (collaborative document creation, typing skills), Collaboration, Communication, Imagination.

  • Adaptations:

    • Support: Provide story prompts or a clear story structure, offer sentence starters, pre-assign roles within groups (e.g., transcriber, idea generator), provide image prompts to inspire writing.

    • Challenge: Encourage groups to incorporate specific rainforest facts or vocabulary into their chapters, develop more complex characters or sub-plots, design illustrations for their chapter, or create a glossary of rainforest terms to accompany the story.

 

Activity 5: Rainforest “Who Am I?” Digital Quiz

 

  • Es and Os/Benchmark(s):

    • SCN 1-01a: I can identify and name a range of living things and recognise that they have particular characteristics that enable them to survive in particular environments.

    • TCH 1-04a: I can use digital technologies to research, organise and present information in a clear and organised way.

    • MTH 1-13a: I can interpret and present data using a range of methods.

  • Description: In small teams (2-3 children), each team will research a rainforest animal and create a “Who Am I?” quiz question about it. They will write three clues about their animal’s characteristics, diet, and habitat, without revealing its name. They will then use an app like Nearpod, Kahoot!, or even a simple Google Forms quiz on shared iPads to create their question. Once all questions are created, the class will play the quiz, with teams taking turns to answer each other’s questions. This activity promotes active recall and reinforces learning about animal adaptations.

  • Materials/Tech Needed: Shared iPads with internet access, Nearpod, Kahoot! (teacher account needed to set up, but students can join on iPads), Google Forms (if available), access to research websites/books.

  • Interdisciplinary Links/Skills Development: Science (animal characteristics, adaptations), Digital Technologies (quiz creation, interactive learning), Literacy (clue writing, descriptive language), Numeracy (if incorporating simple data analysis of correct/incorrect answers), Collaboration, Problem-solving, Critical thinking.

  • Adaptations:

    • Support: Provide a template for clues, offer a list of rainforest animals to choose from, help with typing into the digital quiz platform, allow children to draw their animal clue.

    • Challenge: Encourage children to include a “red herring” clue, research a lesser-known rainforest animal, create a multiple-choice question with plausible distractors, or include an image that gradually reveals the animal.

 

Activity 6: “Save the Rainforest” Persuasive Posters/Adverts

 

  • Es and Os/Benchmark(s):

    • SOC 1-08a: I can describe the ways in which a local area has changed and can identify some of the reasons for change. (Link to global issues affecting rainforests)

    • LIT 1-24a: I can share my opinion and explain my reasons to persuade others.

    • EXA 1-05a: I can express my ideas and feelings, using a range of materials and techniques.

  • Description: After learning about the importance of rainforests and the threats they face (deforestation, climate change), children will work in small groups to design persuasive posters or short digital adverts to encourage people to protect the rainforest. They can either create physical posters using art materials or use a design app like Canva for Education (if available) or Keynote/Pages on shared iPads to create digital adverts incorporating images, text, and impactful slogans. The focus is on conveying a clear message and inspiring action. They can then present their posters/adverts to the class, explaining their chosen message and design.

  • Materials/Tech Needed: Large paper, art supplies (paints, markers, crayons), recycled materials for collage, or shared iPads with Canva for Education (if available), Keynote/Pages, or even a simple drawing app. Access to images of rainforests/deforestation (age-appropriate).

  • Interdisciplinary Links/Skills Development: Social Studies (environmental issues, global citizenship), Literacy (persuasive writing, slogan creation, presenting), Art & Design (visual communication, graphic design), Digital Technologies (digital poster/advert creation), Collaboration, Critical thinking, Empathy, Problem-solving.

  • Adaptations:

    • Support: Provide pre-written slogans, offer a limited choice of images, guide children in structuring their persuasive message, provide a template for their poster.

    • Challenge: Encourage children to research specific solutions to rainforest destruction, create a short persuasive speech to accompany their poster, design a logo for their “Save the Rainforest” campaign, or even film a short video advert using the iPad camera.

7. Simplifying Concepts Prompt

This prompt is for simplifying concepts at various differentiation levels. 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:

‘Explain [[Topic]] to Primary Six learners’ 

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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 instructional designer and teacher in the Scottish Education system skilled in differentiating instruction, based on learner skill level and zone of proximal development, for optimal student success. You are a [[STAGE OR SUBJECT]] teacher who is introducing the concept of [[TOPIC / CONCEPT]] to your [[STAGE]] learners. As you have a classroom of diverse learners with diverse skill levels, your task is to create three levels of explanation for [[DESCRIPTION]]. Label each explanation with the corresponding skill-level. Align 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 instructional designer and teacher in the Scottish Education system skilled in differentiating instruction, based on learner skill level and zone of proximal development, for optimal student success. You are a Modern Studies teacher who is introducing the concept of democracy to your S2 learners. As you have a classroom of diverse learners with diverse skill levels, your task is to create three levels of explanation for what democracy is. Label each explanation with the corresponding skill-level. Align to Scotland’s Curriculum for Excellence.

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Gemini Output (what Google Gemini responded with):

Okay, here are three differentiated explanations of democracy for S2 Modern Studies learners, aligned with Scotland’s Curriculum for Excellence, and based on varying skill levels and zones of proximal development.

 

Understanding Democracy: Differentiated Explanations for S2 Modern Studies

 

Curriculum for Excellence Alignment:

  • Social Studies – People, past events and societies: Understanding how different societies are organised and governed.

  • Social Studies – People, place and environment: Exploring how people participate in decision-making processes.

  • Literacy and English – Listening and Talking: Engaging with, interpreting, and responding to ideas.

  • Literacy and English – Reading: Understanding, analysing and evaluating texts.

  • Literacy and English – Writing: Communicating ideas and information.

  • Health and Wellbeing – Social and emotional wellbeing: Understanding rights and responsibilities.

Skill Level 1: Developing Understanding (Early Second Level/Beginning Third Level)

This explanation is for learners who may benefit from simpler language, concrete examples, and visual or hands-on activities. They might be developing their understanding of abstract concepts and require more scaffolding.

What is Democracy?

Imagine you and your friends want to decide what game to play at break time. Instead of one person just saying “We’re playing football!”, what if everyone got to have a say?

Democracy is a way for a group of people, like a country, to make decisions together.

It’s like a big team meeting where everyone gets a chance to:

  • Have a voice: You can share your ideas and say what you think is best.

  • Vote: You can choose who you want to represent you, or which idea you like best.

  • Fairness: The idea with the most votes usually wins, which means lots of people agreed.

In a country, when we have democracy, it means:

  • People get to choose their leaders: We vote for people to go to places like the Scottish Parliament or the UK Parliament to make laws and decisions for us. These people are called representatives.

  • Everyone is treated equally: No one person is more important than another, and everyone’s voice counts.

  • Rules are made by the people, for the people: The laws we have are decided by the people we voted for, and they are supposed to work for the good of everyone.

Think of it like this: In a democracy, the power is with the people!

Skill Level 2: Secure Understanding (Third Level)

This explanation is for learners who have a foundational grasp of social concepts and can engage with slightly more complex vocabulary and ideas. They are ready to connect concepts to real-world examples and start thinking about the implications.

What is Democracy?

Democracy is a system of government where the people hold the power and decide how they are governed. The word “democracy” actually comes from two Greek words: “demos” meaning “people” and “kratos” meaning “power” or “rule.” So, literally, it means “rule by the people.”

In a democratic country like Scotland or the UK, this usually happens in a few key ways:

  • Representation: We elect representatives (like MSPs for the Scottish Parliament or MPs for the UK Parliament) to make decisions and create laws on our behalf. These representatives are chosen through regular, free, and fair elections, where every eligible citizen has a vote.

  • Citizen Participation: While we elect representatives, democracy also involves citizens having the opportunity to participate in other ways, such as through protests, petitions, joining political parties, or even just discussing political issues.

  • Rule of Law: Everyone, including those in power, must obey the law. Laws are created through a fair process and apply equally to all. This helps prevent abuse of power.

  • Rights and Freedoms: Democracies typically protect fundamental human rights and freedoms, such as freedom of speech, freedom of assembly, and the right to a fair trial. These rights allow people to express themselves and participate in society without fear.

Essentially, democracy is a system designed to ensure that the government is accountable to its citizens and that decisions are made for the benefit of the many, not just a few.

Skill Level 3: Extended Understanding (Late Third Level/Early Fourth Level)

This explanation is for learners who demonstrate strong analytical skills, can grasp abstract concepts, and are ready to explore the nuances and challenges of democracy. They can engage with more sophisticated vocabulary and complex political ideas.

What is Democracy?

Democracy, at its core, is a sophisticated system of governance predicated on the principle of popular sovereignty, meaning that ultimate political authority resides with the people. Deriving from Ancient Greek, its etymology, “demos” (people) and “kratos” (power), directly translates to “rule by the people.”

While often associated with representative democracy, where citizens elect individuals to represent their interests in legislative bodies (e.g., the Scottish Parliament, UK Parliament), true democratic practice encompasses several interwoven tenets:

  • Legitimacy through Elections: Regular, free, and fair elections, conducted with universal suffrage, are the primary mechanism by which the populace grants legitimacy to their government. This process allows for the peaceful transfer of power and ensures accountability.

  • Protection of Civil Liberties and Human Rights: A hallmark of robust democracies is the safeguarding of fundamental individual freedoms, including freedom of expression, assembly, association, and a free press. These liberties are crucial for informed public discourse and the effective functioning of democratic processes.

  • Rule of Law and Independent Judiciary: Democratic governance operates under the strict adherence to the rule of law, where all individuals and institutions, including the government itself, are subject to the same laws. An independent judiciary is vital in upholding these laws and ensuring justice.

  • Accountability and Transparency: Democratic governments are expected to be transparent in their operations and accountable to the citizenry. This involves mechanisms for oversight, public access to information, and the ability of citizens to hold their representatives responsible for their actions.

  • Pluralism and Minority Rights: A healthy democracy fosters a diversity of opinions and interests (pluralism) and, crucially, protects the rights of minorities against the potential tyranny of the majority. This ensures that the voices and concerns of all segments of society are considered.

It’s important to recognise that democracy is not merely a set of institutions but a dynamic and evolving process that requires continuous civic engagement, critical thinking, and a commitment to its underlying principles to thrive. It is a constant negotiation between individual freedoms and collective well-being.

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.

5. Learner SMART Goals Prompt

This prompt is for generating SMART goals for learners. SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound – this method helps ensure goals are well-defined, trackable, and ultimately more likely to be successful. 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:

‘Give me a [[TOPIC]] target for a [[AGE OR STAGE]] learner.’

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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, highly skilled in assessing a wide range of learners who have varying degrees of ability and progress. Your task is to write a SMART goal, that delineates specific, measurable, achievable, relevant, and time-bound parameters, for using [[INSERT TARGET SKILL YOU ARE WORKING ON]]  for a [[AGE OR STAGE]] learner. Align this SMART Goal 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, highly skilled in assessing a wide range of learners who have varying degrees of ability and progress. Your task is to write a SMART goal, that delineates specific, measurable, achievable, relevant, and time-bound parameters, for using fractions for a P6 learner. Align this SMART Goal to Scotland’s Curriculum for Excellence.

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Gemini Output (what Google Gemini responded with):

Here is a SMART goal for a P6 learner using fractions, aligned with Scotland’s Curriculum for Excellence:

 

SMART Goal for P6 Learner: Understanding and Applying Fractions

Specific: By the end of Term 1 (October 2025), [Learner’s Name] will be able to confidently identify, represent, and order common fractions (halves, quarters, eighths, thirds, sixths, fifths, and tenths) and demonstrate an understanding of equivalent fractions. They will also be able to add and subtract fractions with the same denominator and solve simple word problems involving fractions.

Measurable: [Learner’s Name]’s progress will be measured through a combination of:

  • Formative Assessments: Weekly in-class activities, whiteboard work, and short quizzes on fraction concepts.

  • Teacher Observation: Consistent observation of participation in group activities and independent work involving fractions.

  • Summative Assessment: A dedicated fractions assessment at the end of Term 1, where [Learner’s Name] must achieve at least 80% accuracy on questions involving identification, ordering, equivalent fractions, and addition/subtraction of fractions with the same denominator, and successfully solve at least 3 out of 4 simple word problems.

Achievable: This goal is achievable given [Learner’s Name]’s current progress in mathematics and the structured support that will be provided. The learning will be scaffolded, starting with concrete representations and moving towards abstract understanding. Differentiated activities will be provided to address any misconceptions or areas requiring additional support. Regular feedback and opportunities for practice will be built into the learning plan.

Relevant: This goal is highly relevant to [Learner’s Name]’s progression in mathematics within the Scottish Curriculum for Excellence. At Primary 6 (P6), learners are expected to build upon their foundational understanding of fractions. This goal directly addresses the following Experiences and Outcomes from the Numeracy and Mathematics curriculum area, specifically within the Fractions, decimals and percentages organiser:

  • MNU 2-07a: “I have investigated the everyday contexts in which fractions, decimal fractions and percentages are used and can carry out sweet calculations using the most appropriate form.” (While broader, this goal lays the foundation for all further fraction work).

  • MTH 2-07b: “I can show my understanding of how to find equivalent fractions and simplify fractions to their simplest form.”

  • MTH 2-07c: “I can explain how to add and subtract fractions with the same denominator and mixed numbers with the same denominator.” (This goal focuses on same denominators as an initial step).

Time-bound: This goal is set to be achieved by the end of Term 1 (October 2025). Regular check-ins will occur every two weeks to monitor progress and adjust teaching strategies as needed.

Teacher’s Note: This SMART goal is designed to be highly adaptable. Remember to substitute [Learner's Name]with the actual learner’s name and adjust the specific percentages or number of problems based on the individual learner’s baseline assessment and potential. Regular formative assessment throughout the term will be crucial to ensure the learner is on track to meet this goal.

4. Strengths Based Lesson Prompt

This prompt is for generating lesson plan(s) ideas based on the existing strengths of your learners. 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:

‘Generate a lesson plan on [[ TOPIC ]] for my [[ STAGE OR SUBJECT ]] class.’ 

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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 [[STAGE OR SUBJECT]] teacher in the Scottish education system skilled at designing engaging learning activities for students of all ability levels. Develop a [[CONTENT AREA]] activity for [[AGE OR STAGE]] students who are developing an understanding of [[CONCEPT]]. They have a good understanding of [[LIST PREVIOUSLY MASTERED CONTENT]]. Their other skills include [[LIST STUDENT STRENGTHS]]. Suggest three to five activities that build on these strengths to help them develop their skills in [[CONCEPT]].

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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 Primary 7 teacher in the Scottish education system skilled at designing engaging learning activities for students of all ability levels. Develop a writing activity for Primary 7 students who are developing an understanding of figurative language. They have a good understanding of simile and metaphor and how to use ‘wow words’ to vary their word choice and show off their vocabulary. Their other skills include making digital artefacts, using accessibility tools on their iPads and they are good at small group discussion. Suggest three to five activities that build on these strengths to help them develop their skills in using figurative language techniques in writing.

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Gemini Output (what Google Gemini responded with):

Here are 3-5 engaging writing activities for Primary 7 students developing their understanding of figurative language, building on their strengths in digital creation, accessibility tools, and group discussion:

 

Figurative Language Fiesta!

Big Idea: Students will deepen their understanding and application of figurative language (with a focus on simile and metaphor, but introducing personification, hyperbole, and onomatopoeia) by creating multi-modal digital artefacts and engaging in collaborative critique.

Learning Intentions:

  • To identify and explain different types of figurative language (simile, metaphor, personification, hyperbole, onomatopoeia).

  • To experiment with using figurative language to create vivid imagery and enhance writing.

  • To confidently use “wow words” and varied vocabulary within their figurative language.

  • To collaborate effectively in small groups, providing constructive feedback.

  • To utilise digital tools and accessibility features to enhance their learning and creativity.

Success Criteria:

  • I can identify examples of simile, metaphor, personification, hyperbole, and onomatopoeia in texts.

  • I can create my own sentences and short passages using at least three different types of figurative language.

  • My writing includes “wow words” and shows a varied vocabulary.

  • I can work well with my group, listen to others’ ideas, and offer helpful suggestions.

  • I can use an iPad to create a digital artefact that showcases my understanding of figurative language.

Activity 1: “Figurative Language Photo Booth” (Collaborative & Digital)

Time: 45-60 minutes

Resources: iPads with camera access, a variety of everyday objects (e.g., a fluffy blanket, a shiny spoon, a old book, a plant, a toy), whiteboards/mini whiteboards.

Activity Description:

  1. Introduction/Review (10 mins): Briefly recap simile and metaphor. Introduce personification, hyperbole, and onomatopoeia with simple examples. Discuss how these add “flavour” to writing.

  2. Challenge Setup (5 mins): Divide students into small groups (3-4 per group). Each group is given 3-4 everyday objects. Their challenge is to take photos of these objects and then, using the iPad’s annotation tools or a simple photo editing app, add examples of figurative language directly onto the photo.

  3. Creation (20-25 mins):

    • For each object, students must generate at least one simile and one metaphor.

    • Encourage them to also try to incorporate personification, hyperbole, or onomatopoeia where appropriate.

    • “Wow Word” Focus: Before they start, brainstorm a bank of “wow words” related to sensory details (e.g., glistening, velvety, ancient, booming, delicate, swirling). Remind them to use these to elevate their figurative language.

    • Accessibility Tool Integration: Encourage students to use their iPad’s accessibility tools:

      • VoiceOver/Speak Screen: To listen to their sentences to check the flow and impact.

      • Dictation: To quickly capture ideas if writing speed is a barrier.

      • Zoom: To focus on details in their photos.

  4. Gallery Walk & Peer Feedback (10 mins): Groups share their “Figurative Language Photo Booth” creations on a shared screen or by walking around the classroom. Each group uses a mini-whiteboard to write down one “star” (something excellent) and one “wish” (something to improve/suggest) for another group’s work, focusing on the effectiveness and creativity of the figurative language.

Activity 2: “Sensory Story Spin” (Individual/Pair & Digital Writing)

 

Time: 60-75 minutes

Resources: iPads with a word processing app (Pages, Google Docs), access to royalty-free image libraries (e.g., Unsplash, Pixabay) or drawing apps.

Activity Description:

  1. Spark the Imagination (10 mins): Provide students with a captivating visual prompt (a vivid image or a short video clip showing a dynamic scene – e.g., a stormy sea, a bustling market, a mysterious forest path). Alternatively, give them a simple story starter sentence (e.g., “The old clock tower chimed, and then…”).

  2. Figurative Language Challenge (5 mins): Explain that they need to write a short descriptive paragraph (5-8 sentences) inspired by the prompt. Their goal is to include at least one of each: simile, metaphor, and personification. They should also try to add hyperbole and/or onomatopoeia if they can.

  3. Drafting with “Wow Words” (30-40 mins):

    • Students begin drafting their paragraph. Remind them to think about all five senses and how they can use figurative language to appeal to them.

    • “Wow Word” Encouragement: Have a visual prompt of “wow words” on display, perhaps broken down by categories (sight, sound, touch, smell, taste, movement).

    • Accessibility Tool Integration:

      • Reader View (Safari): If using a web-based prompt, this can help them focus.

      • Predictive Text/Spell Check: To support their vocabulary and spelling as they draft.

      • Text-to-Speech (Speak Selection): To listen to their own writing, helping them identify awkward phrasing or areas where more figurative language could be added.

      • Vocabulary/Thesaurus apps: To find synonyms for “wow words.”

    • Adding Visuals (Optional but encouraged): Students can find a relevant image online or draw a simple picture within their document to accompany their descriptive paragraph, further enhancing their digital artefact.

  4. Author’s Chair & Feedback (15-20 mins): In small groups, students take turns reading their paragraphs aloud. The listeners’ task is to identify the different types of figurative language used and comment on which “wow words” stood out. They can also offer constructive suggestions for adding more figurative language or making existing examples stronger.

Activity 3: “Figurative Language Story Creator” (Group Project & Multi-Modal)

Time: 90-120 minutes (can be split over two sessions)

Resources: iPads with a presentation app (Keynote, Google Slides), a drawing app (e.g., Procreate, Sketches School), or a video creation app (e.g., iMovie, Clips). Whiteboards/large paper for planning.

Activity Description:

  1. Story Concept Brainstorm (20 mins):

    • Divide students into groups of 4-5. Provide each group with a story genre or a simple plot premise (e.g., a mysterious creature in the woods, a journey to a hidden treasure, a day in a fantastical school).

    • Their first task is to collaboratively brainstorm the core elements of a very short story (beginning, middle, end – no more than 3-4 key plot points). They can use a whiteboard to map this out.

  2. Figurative Language Scripting (40-50 mins):

    • Each group then decides how they will tell their story using a digital artefact (e.g., a short animated presentation with voiceover, a comic strip with text bubbles, a short video with narration).

    • The Core Challenge: Within their story, they must intentionally embed multiple examples of all five types of figurative language (simile, metaphor, personification, hyperbole, onomatopoeia).

    • They should create a “script” or plan for their digital artefact, explicitly noting where each type of figurative language will be used and which “wow words” they will incorporate.

    • Collaborative Writing: Encourage roles within the group (e.g., “figurative language checker,” “wow word finder,” “story sequence planner”).

    • Accessibility Tool Integration:

      • Dictation: For quick script writing.

      • Text-to-Speech: To proofread their script and hear how the figurative language sounds.

      • Screen recording: If they are creating a presentation, they can record their voiceovers.

  3. Digital Artefact Creation (30-40 mins):

    • Students use their chosen app to bring their story to life, incorporating their scripted figurative language.

    • Drawing Apps: For creating comic panels or illustrations.

    • Presentation Apps: For slides with text, images, and audio.

    • Video Apps: For short narrated videos with visuals.

    • Accessibility Focus: Remind them to consider things like clear fonts, good colour contrast, and clear audio if they are recording narration (e.g., using the iPad’s built-in microphone enhancements if available).

  4. Showcase & Peer Critique (20 mins):

    • Each group presents their digital story to the class.

    • Audience Task: As they watch/listen, students should try to identify the different types of figurative language used and note down their favourite examples.

    • Group Feedback: After each presentation, the audience provides positive feedback on the creative use of figurative language and suggests any areas where more impact could be made. This can be structured as “Two Stars and a Wish” focusing specifically on the figurative language.

These activities encourage creativity, collaboration, and critical thinking, while seamlessly integrating their digital literacy and accessibility skills. By making the learning active and product-oriented, Primary 7 students will develop a deep and practical understanding of figurative language.

3. Learning Intentions and Success Criteria Prompt

This prompt is for generating learning intention and success criteria ideas. 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:

‘Give me learning intentions and success criteria for a lesson on [[Topic]]‘ 

.

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 [[STAGE OR SUBJECT]] teacher in the Scottish education system skilled in developing detailed learning intentions and success criteria that are meaningfully connected to learning outcomes for your students. Your task is to generate a list of [[NUMBER]] learning intentions and their linked success criteria for my [[STAGE AND SUBJECT]] class on [[TOPIC]] focused on [[INSERT SPECIFIC TARGET SKILL, LEARNING OR AREA OF THE TOPIC]]. Each learning intention should begin with ‘I can’ and use a Bloom’s Taxonomy classification of educational learning objectives. Each success criteria should begin with ‘I have’ and give a clear, tangible action, product or goal that will show they have met the learning intention. Align 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. 

 

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 Primary 5 teacher in the Scottish education system skilled in developing detailed learning intentions and success criteria that are meaningfully connected to learning outcomes for your students. Your task is to generate a list of 3 learning intentions and their linked success criteria for my Primary 5 class for a lesson on The Titanic focused on the class system operated on the ship. Each learning intention should begin with ‘I can’ and use a Bloom’s Taxonomy classification of educational learning objectives. Each success criteria should begin with ‘I have’ and give a clear, tangible action, product or goal that will show they have met the learning intention. Align to Scotland’s Curriculum for Excellence. 

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Gemini Output (what Google Gemini responded with):

Here are 3 learning intentions and their linked success criteria for a Primary 5 lesson on the Titanic’s class system, aligned with Scotland’s Curriculum for Excellence:

Topic: The Titanic – The Class System Curriculum Area: Social Studies (People, past events and societies)

  1. Learning Intention (Bloom’s: Understanding): I can describe the different social classes present on the Titanic.

    • Success Criteria: I have identified at least three distinct social classes (e.g., First Class, Second Class, Third Class/Steerage) and can explain a key characteristic of each.

  2. Learning Intention (Bloom’s: Analysing): I can explain how a person’s social class on the Titanic impacted their experience and opportunities on board.

    • Success Criteria: I have given at least two examples of how a person’s class influenced their living conditions, access to facilities, or chances of survival on the ship.

  3. Learning Intention (Bloom’s: Evaluating): I can express an opinion on whether the class system on the Titanic was fair, providing reasons for my viewpoint.

    • Success Criteria: I have clearly stated my opinion on the fairness of the class system and supported it with at least two relevant reasons or pieces of evidence from our learning.

2. Lesson Plan(s) with Digital Learning Embedded Prompt

This prompt is for generating lesson plan(s) ideas which have digital learning embedded into them. 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:

‘Generate a lesson plan on [[ TOPIC ]] for my [[ STAGE OR SUBJECT ]] class.’ 

.

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 [[STAGE OR SUBJECT]] teacher in the Scottish education system. You are proficient in creating engaging, well-developed and effective lesson plan(s) for your learners. Your task is to come up with ideas for [[NUMBER]] lesson(s) in our unit on [[TOPIC]]. The lesson plans should be [[NUMBER]] minutes each and should [[LINK TO THE PREVIOUS LESSON OR STAND ALONE]]. The lesson(s) should focus on [[SPECIFIC CONTENT OR ELEMENTS OF THE TOPIC]]. Each lesson should be engaging and appropriate for [[AGE OR STAGE]] learners in Scotland. Each lesson should be aligned to Scotland’s Curriculum for Excellence and should include: learning intentions and success criteria; a list of key vocabulary; a lesson outline that includes direct instruction, an engaging activity or activities, active learning opportunities if appropriate and it should close with a synthesis/summary of student learning plenary activity. Include a list of any materials I need to deliver the lesson, suggested timings for each activity and build in opportunities for formative assessment of learning using AiFL techniques or strategies and Include interdisciplinary learning links where possible. I have access to [[A CLASS COMPUTER AND PROJECTOR]]. My learners have access to [[1:1 OR SHARED iPADS]] and use [[MICROSOFT TEAMS OR GOOGLE CLASSROOM]] as their virtual learning environment – take this into account when planning.

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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 English teacher in the Scottish education system. You are proficient in creating engaging, well-developed and effective lesson plans for your learners. Your task is to come up with ideas for 1 lesson(s) in our unit on The Merchant of Venice. The lesson plan should be 40 minutes and should stand alone. The lesson(s) should focus on: the revision of the key plot points and characters involved in the central conflict of the play. Each lesson should be engaging and appropriate for S3 students in Scotland. Each lesson should be aligned to Scotland’s Curriculum for Excellence and should include: learning intentions and success criteria; a list of key vocabulary; a lesson outline that includes direct instruction, an engaging activity or activities, active learning opportunities if appropriate and close with a synthesis/summary of student learning plenary activity. Include a list of any materials I need to deliver the lesson. Include suggested timings for each activity. Build in opportunities for formative assessment of learning using AiFL techniques or strategies. Include interdisciplinarly learning where possible. I have access to a class computer and projector. My learners have access to 1:1 iPads and use Google Classroom as their virtual learning environment – take this into account when planning.

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Gemini Output (what Google Gemini responded with):

Here is a standalone 40-minute lesson plan for S3 students, focusing on revising the key plot points and characters involved in the central conflict of The Merchant of Venice, leveraging 1:1 iPads and Google Classroom.

Lesson: Conflict Unpacked – Plot & Players in The Merchant of Venice

Duration: 40 minutes Curriculum for Excellence Links:

  • Literacy: LIT 3-02a (Understanding, analysing and evaluating literary texts – focusing on plot and character), LIT 3-04a (Engaging with texts to explore themes, characters and setting).

  • Social Studies (Interdisciplinary Learning): SOC 3-03a (Understanding the role of law and justice in society; exploring historical context of Venice as a trade city and the societal attitudes of the time).

Learning Intentions:

  • We are learning to recall and sequence the main plot points of The Merchant of Venice.

  • We are learning to identify and describe the key characters involved in the play’s central conflict.

Success Criteria:

  • I can accurately place at least 8 out of 10 key plot events in chronological order on a digital timeline.

  • I can correctly match at least 4 out of 5 key characters to their primary role in the central conflict.

  • I can articulate one key plot point and one key character from the central conflict.

Key Vocabulary:

  • Plot: The sequence of events in a narrative.

  • Chronological: Arranged in the order of time.

  • Conflict: The main problem or struggle in a story (e.g., between characters, or ideas).

  • Resolution: The way the main conflict is settled at the end of a story.

  • Bond: A formal, often legally binding, agreement for a loan.

  • Usury: The practice of lending money at unreasonably high rates of interest.

  • Prejudice: Preconceived opinion not based on reason or actual experience.

  • Justice: Fair treatment according to the law.

  • Mercy: Compassion or forgiveness shown towards someone.

  • Verdict: The decision made in a court of law.

  • Character: A person represented in a story.

Materials:

  • Class computer connected to a projector/smartboard

  • Student iPads (1:1)

  • Google Classroom (for sharing all digital resources and assignments)

  • Digital “Plot & Character Timeline” Template: A Google Slides presentation (shared as “make a copy for each student” in Google Classroom) with:

    • Slide 1: Instructions.

    • Slides 2-11: Jumbled key plot events (one event per slide, with a blank space for students to add a character name).

    • Slide 12: A simple drag-and-drop character matching activity (e.g., character names to brief descriptions of their role in the conflict).

    • Google Form for the “Character Connection Quiz” and “Exit Ticket.”

Lesson Outline:

  1. Hook & Introduction (5 minutes): What’s the Core?

    • Hook (Digital Poll via Google Classroom): Project the question: “In one word, what is the biggest ‘problem’ or ‘fight’ in The Merchant of Venice?” Students use their iPads to submit their answer to a quick Google Classroom “Question” post.

    • Briefly review responses, guiding them towards the “bond” and the “conflict between Shylock and Antonio.”

    • Direct Instruction: Explain that today’s lesson is a fast-paced revision to solidify their understanding of the central conflict by revisiting the key plot points and the characters who drive them. This is crucial for deeper analysis later.

  2. Active Learning Activity 1 (15 minutes): Digital Plot & Character Timeline Challenge

    • Google Classroom Setup: Students open their individual copy of the “Digital Plot & Character Timeline” Google Slides presentation from Google Classroom.

    • Task: “Your first challenge is to put the jumbled plot events on your slides into the correct chronological order. Once you’ve ordered them, for each event, identify the main character(s) involved in that specific plot point and type their name(s) into the designated space on the slide.”

      • Active Learning: Encourage students to discuss with a partner (Think-Pair-Share) if they are unsure about the order or characters. They can use the annotation tools on their iPads to highlight key phrases within the event descriptions.

      • IDL Connection: As they work, prompt them to consider: “How does Venice’s identity as a bustling trade city (IDL: Social Studies) make this specific conflict (the bond) possible?”

  3. Active Learning Activity 2 (10 minutes): Character Connection Quiz

    • Google Classroom Setup: Once most students have made good progress on the timeline, direct them to a new Google Form quiz posted in Google Classroom.

    • Task: “Now, test your knowledge! Complete this short ‘Character Connection Quiz’ to see how well you can link characters to their roles in the central conflict.”

      • AiFL (Immediate Feedback): The Google Form should be set up to provide immediate feedback on correct/incorrect answers, allowing students to self-assess their understanding of character roles.

      • Example Questions:

        • “Who demands the ‘pound of flesh’?” (Multiple choice: Antonio, Bassanio, Shylock, Portia)

        • “Which character disguises herself as a lawyer to save Antonio?”

        • “Who is the merchant who borrows money from Shylock?”

        • “Who is Bassanio’s friend, for whom he needs money?”

        • “Which character elopes with Lorenzo, taking some of Shylock’s wealth?”

  4. Synthesis/Summary & Plenary (10 minutes): Conflict Check-Out

    • Review & Discussion: Briefly review the correct answers to the Character Connection Quiz on the projector. Ask students if any questions surprised them or if they learned something new.

    • Plenary Activity (Digital Exit Ticket via Google Form): Students open a final Google Form (linked in Google Classroom) for the “Conflict Check-Out.”

      • Task:

        1. “Name one key plot point from the central conflict that you now feel confident explaining.”

        2. “Name one key character from the central conflict and briefly describe their role.”

        3. “What is one question you still have about the central conflict or the characters involved?”

      • AiFL: Collect these responses digitally. This provides a quick, individual assessment of learning and identifies any lingering misconceptions or areas for future lessons.