Prompts can range from a simple question to a highly structured set of instructions. The clarity, precision and detail within a prompt directly influence the quality of the output.<\/p>\n\n\n\n
AI systems do not interpret intention \u2014 they respond to what is written. The more clearly a task is defined, the more useful the response will be.<\/p>\n\n\n\n The INSPIRE prompt framework<\/a><\/p>\n\n\n\n Creative Prompting with Adobe Express<\/a><\/p>\n\n\n\n INSPIRE Prompt Libraries<\/a><\/p>\n\n\n\n To support consistent practice across schools, the INSPIRE framework can be used when crafting prompts.<\/p>\n\n\n\n I \u2013 Intent<\/strong>: What is the purpose of the task?<\/p>\n\n\n\n N \u2013 Narrow the Task<\/strong>: Be specific about topic, format and focus.<\/p>\n\n\n\n S \u2013 Stage<\/strong>: State the learner stage or reading level required.<\/p>\n\n\n\n P \u2013 Parameters<\/strong>: Set boundaries such as word count, tone or structure.<\/p>\n\n\n\n I \u2013 Include Context<\/strong>: Provide background information or curriculum links.<\/p>\n\n\n\n R \u2013 Review & Refine<\/strong>: Adjust the prompt if the output is unclear or incomplete.<\/p>\n\n\n\n E \u2013 Evaluate<\/strong>: Check accuracy, bias and suitability before use.<\/p>\n\n\n\n INSPIRE reinforces that effective prompt writing is structured, purposeful and reflective.<\/p>\n\n\n\n Explain the water cycle for Primary 3 learners in around 80\u2013100 words. Use simple vocabulary and short sentences. Include one everyday example (such as puddles drying after rain). Finish with one short question to check understanding.<\/p>\n\n\n\n Explain the water cycle for Primary 3 learners in around 80\u2013100 words. Use simple vocabulary and short sentences. Include one everyday example (such as puddles drying after rain). Finish with one short question to check understanding..<\/p>\n\n\n\n Create a persuasive writing model for Primary 7 learners arguing that school uniforms should remain compulsory. Keep the response to around 200 words. Use clear paragraph structure, persuasive connectives and emotive language suitable for this stage.<\/p>\n\n\n\n Provide two contrasting viewpoints on renewable energy suitable for S2 learners. Present each viewpoint in a short paragraph of 100\u2013120 words. Include one potential limitation or weakness for each viewpoint. Use neutral, balanced language.<\/p>\n\n\n\n Generate five retrieval practice questions on acids and alkalis suitable for S3 learners. Include a mix of short-answer and multiple-choice questions. Provide brief answers beneath each question.<\/p>\n\n\n\n Generate five Higher-level practice questions on DNA replication. Use command words typical of national qualification assessments. Include brief marking guidance for each question and ensure the content aligns with Higher Biology course expectations.<\/p>\n\n\n\n When using Adobe Express, prompts often focus on visual generation, design concepts or creative direction.<\/p>\n\n\n\n Adobe provides structured guidance on writing effective creative prompts, including:<\/p>\n\n\n\n Staff should refer to Adobe\u2019s official education resources and creative prompt guidance when using AI-powered design tools within Adobe Express.<\/p>\n\n\n\n (Insert link here to Adobe Express education prompt guidance.)<\/p>\n\n\n\n Creative prompting strengthens visual literacy and design thinking. As with all AI tools, outputs must be reviewed and refined to ensure quality and appropriateness.<\/p>\n\n\n\n To help staff and students quickly create resources and learn how to write good prompts we have created a library of useful prompts based on feedback from staff and students. <\/p>\n\n\n\n Prompt Library & Guidance A prompt is the instruction, question or direction given to an AI system. It tells the system what to produce, how to structure the response and what level or context to consider. Prompts can range from a simple question to a highly structured set of instructions. The clarity, precision and detail within a prompt directly influence the quality of the output. AI systems do not interpret…<\/p>\n","protected":false},"author":9491,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-3159","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages\/3159","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/users\/9491"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/comments?post=3159"}],"version-history":[{"count":8,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages\/3159\/revisions"}],"predecessor-version":[{"id":3281,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages\/3159\/revisions\/3281"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/media?parent=3159"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}![\"\"](\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/inspiresbc\/uploads\/sites\/3829\/2026\/02\/24154639\/Inspire-Spacer-very-thin-3-1024x107.png\"){kind=spacer}
<\/figure>\n\n\n\n<\/figure>\n\n\n\nThe INSPIRE Prompt Framework<\/strong><\/h2>\n\n\n\n
![\"\"](\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/inspiresbc\/uploads\/sites\/3829\/2026\/02\/24155113\/Inspire-Spacer-very-thin-5-1024x107.png\"){kind=spacer}
<\/figure>\n\n\n\nExamples (colour coded)<\/h2>\n\n\n\n
<\/h2>\n\n\n\n
\n\n\n\nExample 1 \u2013 Primary 3 (Science)<\/strong><\/h2>\n\n\n\n
\n\n\n\nExample 2 \u2013 P7 Literacy<\/strong><\/h2>\n\n\n\n
\n\n\n\nExample 3 \u2013 S2 Humanities<\/strong><\/h2>\n\n\n\n
\n\n\n\nExample 4 \u2013 S3 Science Revision<\/strong><\/h2>\n\n\n\n
\n\n\n\nExample 5 \u2013 Higher Biology <\/strong><\/h2>\n\n\n\n
<\/figure>\n\n\n\nCreative Prompting with Adobe Express<\/strong><\/h2>\n\n\n\n
\n
<\/figure>\n\n\n\nINSPIRE Prompt Libraries<\/h2>\n\n\n\n
\n
<\/figure>\n\n\n\n\ud83d\udee1 AI should be used purposefully, responsibly and ethically, protecting data, wellbeing and the integrity of learning and national qualifications delivered through Qualifications Scotland<\/a>.<\/h5>\n","protected":false},"excerpt":{"rendered":"