PROMPTING CHEAT SHEET (CAPS SCHOOLS)
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Lesson preparation(s)
Prompt considerations:
Topic/key concepts
Timeframe to cover topic
Number of periods (and average period duration)
Grade / Age of learners
Learner preferences (e.g. audio learners vs. visual learners)
Infrastructure of school / classroom
Resources of learners / teacher
Prescribed content
etc.
#Gemini
I wish to cover [topic] over a timeframe of [timeframe] with [grade] learners who are between the age of [age] and [age] (CAPS for the subject [subject]). I see my learners for [number] periods per week, and each period is roughly [time] in duration. My learners prefer [learning preference] learning. The infrastructure of the classroom can be described as [describe infrastructure]. In terms of resources, my learners have access to [describe resources of learners] in class. I, as teacher have access to [describe resources of teacher] in class. We make use of [details of prescribed content] as prescribed content. Please assist me in preparing for my lesson(s).
Content creation
Prompt considerations:
Visuals
Podcasts
Picture-like summaries
Presentations
Data tables
Prescribed content
etc.
#NotebookLM
Assessment / Assignment setting
Prompt considerations:
Term
Subject/topics
Timeframe
Grade of learners
Type of assessment / assignment
Mark allocation
CAPS requirements
How it is to be completed
etc.
#Gemini
I wish to create an assessment in the form of [assessment type] applicable to term [number] for the subject [subject] in Grade [grade]. The assessment should cater for the prescribed CAPS requirements in relation to cognitive range, question types, and should be completed over [timeframe] in class. The topics of focus should be [topics]. The assessment should be worth [number] marks. The assessment will need to be completed my means of [method of assessment] and will serve as a formative assessment. Please create such an assessment for me. It should have clear instructions as well as a marking guide/memorandum.
Example development
Prompt considerations:
Topic/key concepts
Time allocation
Grade/age of learners
Learner preferences (e.g. audio learners vs. visual learners)
Resources of learners / teacher
Prescribed content
etc.
#Gemini
I wish to cover an example in class covering [topic] over a timeframe of [timeframe] with [grade] learners who are between the age of [age] and [age]. The example should be relevant to the CAPS requirements for the subject [subject] and be relatable to my learners who prefer [learning preference] learning. In terms of resources, my learners have access to [describe resources of learners] in class. I, as teacher have access to [describe resources of teacher] in class. We make use of [details of prescribed content] as prescribed content. Please assist me with [number] examples with appropriate guidance.
Activity development
Prompt considerations:
Topic / key concepts
Time allocation
Grade / age of learners
Learner preferences (e.g. audio learners vs. visual learners)
Small group / large group / individual
Resources of learners / teacher
Prescribed content
etc.
#Gemini
I wish to cover an activity in class covering [topic] over a timeframe of [timeframe] with [grade] learners who are between the age of [age] and [age]. The activity should be relevant to the CAPS requirements for the subject [subject] and be relatable to my learners who prefer [learning preference] learning. The activity should cater for [type of activity]. For clarity, my learners have access to [describe resources of learners] in class. We make use of [details of prescribed content] as prescribed content. Please assist me with [number] activities with appropriate guidance.
Marking / Grading
Prompt considerations:
Rubric
Memorandum
Digital version of submission
etc.
#NotebookLM
PROMPTING CHEAT SHEET (IEB SCHOOLS)
CONTEXT
BEST FIT
PROMPT
The "Source Interrogator"
(Analytical Thinking)
Ideal for History, English, and Business Studies
Act as a [Role: e.g., IEB External Moderator/Expert Historian]. I am uploading a [Type of Source: e.g., speech/data set/article] regarding [Topic]. Please generate three questions that require Level 4 evaluation according to the IEB taxonomy. Specifically, ask the user to identify [Variable: e.g., implicit bias/logical fallacies/contradictions] within the text.
The "Divergent Scaffolder"
(Problem Solving)
Ideal for Mathematics, Science, and IT
I am teaching [Grade Level] learners about [Concept: e.g., Pythagoras/Photosynthesis]. Act as a 'Thinking Buddy.' Instead of providing the solution to [Specific Problem], provide three 'Socratic hints' that guide the learner to discover the [Variable: e.g., formula/biological process] on their own.
The “Thinking Buddy”
(Critical Debate)
Ideal for Life Orientation, Debating, and Philosophy
I am preparing a debate on [Topic: e.g., The ethics of AI in schools]. I currently believe that [User’s Current Stance]. Act as a skeptical critic and provide three evidence-based counter-arguments that challenge my [Variable: e.g., assumptions about privacy/economic impact].
The "Rubric Architect" (Assessment Design)
Ideal for all subjects to ensure "Tone at the Top" quality
Design a marking rubric for a [Grade Level] project on [Project Title]. The rubric must prioritize [Value 1: e.g., Synthesis of ideas] and [Value 2: e.g., Originality] over factual recall. Ensure the descriptors for the 'Outstanding' column align with the school's [Document: e.g., Code of Conduct/Academic Integrity policy] regarding independent work.
The "Context Transformer" (Application of Knowledge)
Ideal for Making Learning "Future-Fit"
Explain the core principles of [Subject Topic] but transpose them into the context of [Modern Scenario: e.g., a Mars Colony/a Start-up in Cape Town/the year 2050]. How would [Concept] be adapted to solve the problem of [Variable: e.g., resource scarcity/digital ethics]?
The "Integrity Checker" (Administrative/Policy)
Ideal for Principalsand HODs
I am reviewing a learner's submission on [Topic]. Based on the [School Name] Disciplinary Procedure for Learners, specifically the section on [Section: e.g., Honesty/Misuse of Devices], analyse how a teacher should address a student who used AI to [Action: e.g., generate a bibliography without disclosure].
The "Perspective Shifter" (Empathy & Creative Writing)
Ideal for Art, Drama, and Narrative English
I am teaching [Grade Level] learners about [Historical Event/Literary Character/Artistic Movement]. Act as [Specific Persona from that context]. Write a first-person account/critique regarding [Topic], intentionally omitting [Key Detail] to force learners to identify what is missing based on their prior knowledge.
The "Metacognitive Mirror" (Self-Reflection)
Essential for Life Orientation and Study Skills
I have just completed a lesson on [Concept]. Act as a Learning Coach. Generate three reflective prompts that ask learners to identify: 1) The moment they felt most confused, 2) The specific 'click' moment of understanding, and 3) How they would explain [Concept] to a younger sibling.
The "Cross-Curricular Weaver" (Interdisciplinary Links)
Horizontal integration between current subjects
I am a [Subject A] teacher collaborating with a [Subject B] teacher. Our shared theme is [Theme: e.g., Sustainability/Power]. Act as a Curriculum Specialist. Design a project task that requires learners to apply [Concept from Subject A] to solve a problem primarily rooted in [Concept from Subject B].
The "Ethical Dilemma Generator"
(Values-Based Education)
Moving from administrative policy to active moral reasoning
We are studying [Topic/Scientific Discovery/Historical Decision]. Act as an Ethics Professor. Present a 'Grey Area' scenario where [Concept] creates a conflict between [Value 1: e.g., Progress] and [Value 2: e.g., Privacy]. Provide three guiding questions that do not have a 'correct' answer but require evidence-based justification.
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Day and time: As per the participants' availability.
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