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 Writing effective prompts<\/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 Good prompts are:<\/p>\n\n\n\n Small changes to wording can significantly improve the quality of AI outputs.<\/p>\n\n\n\n Using the acronym GCSE can helps users write clearer and more effective AI prompts.<\/p>\n\n\n\n A clear prompt helps improve the accuracy, relevance and quality of AI-generated responses.<\/p>\n\n\n\n G:<\/strong> Explain the water cycle. <\/p>\n\n\n\n G:<\/strong> Create a persuasive writing model. G:<\/strong> Provide two contrasting viewpoints on renewable energy. G:<\/strong> Generate retrieval practice questions on acids and alkalis. G:<\/strong> Generate Higher-level practice questions on DNA replication. 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 Adobe Express: Prompt Guidance for generating AI images<\/a> <\/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 Prompts 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 intention \u2014 they…<\/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":10,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages\/3159\/revisions"}],"predecessor-version":[{"id":3635,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/inspiresbc\/wp-json\/wp\/v2\/pages\/3159\/revisions\/3635"}],"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\nWriting effective prompts<\/strong><\/h2>\n\n\n\n
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<\/figure>\n\n\n\nExamples <\/h2>\n\n\n\n
Example 1 \u2013 Primary 3 (Science)<\/strong><\/h2>\n\n\n\n
C:<\/strong> For Primary 3 learners.
S:<\/strong> Use basic knowledge of the water cycle and everyday examples.
E:<\/strong> Around 80\u2013100 words, simple vocabulary, short sentences, include one everyday example and finish with one question to check understanding.<\/p>\n\n\n\n
\n\n\n\nExample 2 \u2013 P7 Literacy<\/strong><\/h2>\n\n\n\n
C:<\/strong> For Primary 7 learners.
S:<\/strong> Use persuasive writing techniques appropriate for this stage.
E:<\/strong> Around 200 words, clear paragraph structure, persuasive connectives and emotive language.<\/p>\n\n\n\n
\n\n\n\nExample 3 \u2013 S2 Humanities<\/strong><\/h2>\n\n\n\n
C:<\/strong> Suitable for S2 learners.
S:<\/strong> Use balanced information about the advantages and disadvantages of renewable energy.
E:<\/strong> Two short paragraphs of 100\u2013120 words, include one limitation for each viewpoint and use neutral language.<\/p>\n\n\n\n
\n\n\n\nExample 4 \u2013 S3 Science Revision<\/strong><\/h2>\n\n\n\n
C:<\/strong> Suitable for S3 learners revising science.
S:<\/strong> Use knowledge from the S3 science course.
E:<\/strong> Five questions, mix of short-answer and multiple-choice, include brief answers beneath each question.<\/p>\n\n\n\n
\n\n\n\nExample 5 \u2013 Higher Biology <\/strong><\/h2>\n\n\n\n
C:<\/strong> For learners studying Higher Biology.
S:<\/strong> Based on Higher Biology course content and assessment style.
E:<\/strong> Five questions using national qualification command words with brief marking guidance for each answer.<\/p>\n\n\n\n<\/figure>\n\n\n\nCreative Prompting with Adobe Express<\/strong><\/h2>\n\n\n\n
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<\/figure>\n\n\n\nINSPIRE Prompt Libraries<\/h2>\n\n\n\n
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<\/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":"