ChatGPT prompts for Australian teachers

These ChatGPT prompts for teachers cover planning and admin work that can take hours each week: lesson plans against the Australian Curriculum, differentiated tasks, rubrics, feedback, report comments and parent emails. Each has [placeholders] for your class details and works in any AI assistant your school approves, including ChatGPT, Claude and AusGPT.

How to use these prompts well#

• Paste the curriculum text. AI tools can misquote or invent curriculum content and codes. Copy the content description and achievement standard from the Australian Curriculum Version 9.0 website (Version 9.0 was endorsed in May 2022) and paste it into the prompt. Some states adapt the national curriculum: Victoria's Victorian Curriculum F–10 Version 2.0, for example, incorporates much of Version 9.0 but differs in some important respects. Use whichever curriculum your school teaches.
• Remember elaborations are optional. ACARA notes that elaborations are examples of how content could be addressed and don't have to be taught, so treat AI suggestions the same way.
• Follow your school's AI policy. Use the tools your school or system approves. The Australian Framework for Generative AI in Schools says teachers are the subject matter experts in the classroom and stay accountable for decisions supported by AI.
• Protect student privacy. Never include student names, photos, dates of birth, student numbers or anything else that identifies a student. The Framework asks teachers to take appropriate care when entering information into generative AI tools, and the OAIC recommends not entering personal information into publicly available AI tools.
• Check before you use. Read every plan, rubric and comment. AI can get facts wrong, misjudge reading levels or produce generic content.

Lesson planning#

Lesson plan against a content description#

You are an experienced Australian [year level] [subject] teacher. Plan a [length]-minute lesson for [number] students addressing this content description from the Australian Curriculum Version 9.0:

"[paste content description and code exactly]"

Include: learning intention and success criteria in student-friendly language, a hook, explicit teaching, guided practice, independent practice, a check for understanding, and resources needed. Use Australian spelling and contexts. Don't change or add curriculum codes.

Unit outline#

Create a [number]-week unit outline for [year level] [subject] on [topic], aligned to this achievement standard and these content descriptions:

[paste text]

For each week give: focus, key learning activities, formative assessment, and links to the general capabilities or cross-curriculum priorities only where they genuinely fit. Finish with a suggested summative assessment task.

Lesson hooks#

Suggest 8 engaging lesson starters for [year level] students learning about [topic]. Mix questions, short activities, images to discuss and real Australian examples. Each should take 5 minutes or less and need no special equipment.

Exit tickets#

Write 5 exit ticket questions for a [year level] lesson on [topic] with this learning intention: "[paste]". Include 2 recall questions, 2 application questions and 1 reflection question, with the answers for the recall and application questions.

Relief teacher plan#

Turn this lesson outline into clear, step-by-step instructions for a relief teacher who doesn't know the class. Include timings, where resources are, what students should produce, and a backup activity. Don't include any student names or personal details.

Outline: [paste]

Differentiation#

Three versions of a reading text#

Rewrite the text below at three levels for a [year level] class: (1) supported, with shorter sentences and key vocabulary explained, (2) at year level, and (3) extended, with richer vocabulary and an extra challenge question. Keep the key content the same in all three.

Text: [paste]

Extension tasks#

Suggest 5 extension tasks for students who have already mastered [concept] in [year level] [subject]. Focus on depth (reasoning, application, creating) rather than more of the same work. Each should take about [time] and need minimal teacher input.

Scaffolds for EAL/D learners#

Create scaffolds for EAL/D students for this task: [describe task]. Include a word bank with simple definitions, sentence starters, a worked example, and a visual organiser suggestion. Keep the cognitive challenge of the task the same.

Adjustments for a learning need#

Suggest classroom adjustments for a student with [describe need in general terms, no identifying details] for this task: [describe task]. Group them into teaching, environment and assessment adjustments. These are ideas for me to discuss with the learning support team and the family.

Rubrics and assessment#

Rubric from an achievement standard#

Create a rubric using [your school's scale, e.g. A to E] for this [year level] task: [describe task]. Base the criteria on this part of the achievement standard: "[paste]". Use clear, observable descriptors and student-friendly language for each level.

Marking guide with sample answers#

Write a marking guide for these questions: [paste questions]. For each, give the marks available, what a full-mark answer includes, common partial answers and how many marks they earn, and common misconceptions to watch for.

Quiz with answers#

Write a [number]-question quiz on [topic] for [year level], mixing multiple choice, short answer and one extended response. Provide an answer key. Check that each multiple choice question has only one correct answer.

Check an assessment task for clarity#

Review this assessment task from a [year level] student's point of view. Identify unclear instructions, missing information, and any part where it's unclear whether AI tools may be used. Suggest a clear statement about AI use that I can adapt to my school's policy.

Task: [paste]

Feedback#

Feedback on a de-identified sample#

Here is a de-identified [year level] student response to this task: [describe task]. Using this rubric: [paste rubric], give feedback in three parts: what the student did well, one or two specific next steps, and a question to prompt their thinking. Write directly to the student in an encouraging tone. Don't assign a grade.

Response: [paste with no names]

Feedback comment bank#

Create a bank of 20 short feedback comments for [year level] [task type, e.g. persuasive writing], organised by criterion: [list criteria]. Include comments for strengths and for next steps. Make each specific enough to be useful but general enough to reuse.

Whole-class feedback#

From my notes on common strengths and errors across the class's [task], write a one-page whole-class feedback sheet with: what most students did well, the three most common errors with a corrected example of each, and a short practice activity.

Notes: [paste]

Report comments#

Report comment from my dot points#

Write a report comment of [number] words for a [year level] [subject] student based only on my dot points below. Use [Student] instead of a name. Include achievement, a strength, and a specific next step. Warm, professional and plain English. Don't add judgements that aren't in my notes.

Dot points: [paste]

Comment starters by achievement level#

Write 5 report comment starters for each achievement level (A to E) in [year level] [subject], focused on [topic or skills]. Use [Student] as a placeholder. Avoid jargon and avoid comparing students with each other.

Tone and consistency check#

Review these de-identified report comments for tone, consistency and clarity. Flag any that are vague, negative without a next step, or inconsistent with the stated achievement level, and suggest a rewrite. Keep each under [number] words.

Comments: [paste]

Parent and carer communication#

Class newsletter update#

Write a short class newsletter update for families about what [year level] will learn this term in [subjects/topics], key dates (as placeholders) and how families can support learning at home. Friendly, plain English, under 250 words.

Reply to a concerned parent#

Draft a reply to a parent who has raised this concern: "[paste de-identified concern]". Acknowledge it, explain what I've observed and what I'll do next, and offer a time to talk. Calm, respectful and under 180 words. Don't make promises about outcomes.

Excursion note#

Write an excursion note for families: [year level] visiting [place] on [date placeholder]. Include the purpose and curriculum link, timing, transport, cost, what to bring, and a reminder to return the permission form by [date placeholder]. Plain English, one page.

Accessibility#

Plain-language version of instructions#

Rewrite these task instructions in plain language: short sentences, one step per line, numbered, with key words in bold. Keep the requirements exactly the same.

Instructions: [paste]

Alt text for images#

Write concise alt text (under 125 characters) for each image I describe below, focused on what a student needs to know for the learning task, plus a longer description for any diagram or graph.

Images: [describe each image and its purpose]

Make a worksheet more accessible#

Review this worksheet for accessibility. Suggest changes to layout, font, spacing, instructions and images that would help students with reading difficulties or who use screen readers, then give me the revised text with clear headings and numbered steps. Keep the content and difficulty the same.

Worksheet: [paste]

Save these prompts to a shared prompt library#

A faculty or year-level team gets more from AI when everyone uses the same well-tested prompts. In AusGPT you can save prompts to a shared prompt library with folders, such as "Year 7 English", "Report comments" and "Parent emails", and share them across your team workspace.

Copy the prompts you use, add your school's rubric scale and templates, keep the [placeholders], and save them for your team. AusGPT stores and processes conversations and documents in Australia and never uses them to train AI models. Your school's AI policy and the privacy steps above still apply. See how AusGPT works for education and training.