Skill rating

Design a checking-for-understanding protocol with specific techniques for each lesson stage. Use when planning systematic comprehension checks during explicit or direct instruction.

Select the right formative assessment technique for a specific learning moment, purpose, and age group. Use when choosing how to check understanding during, between, or after lessons.

Adapt a classroom task for specific learner needs while preserving the core learning objective intact. Use when differentiating for SEND, EAL, gifted, ADHD, dyslexia, or anxiety.

Generate tiered sentence frames for academic tasks that scaffold language production across proficiency levels. Use when EAL students need structured language support for classroom discourse.

Select and sequence reading comprehension strategies matched to a specific text's challenges and demands. Use when students struggle with a text or need targeted reading support.

Design a restorative practice protocol for addressing harm, rebuilding trust, and restoring relationships. Use when managing conflict, behavioural incidents, or relationship breakdown between students

Design a media deconstruction protocol analysing persuasion, bias, or representation in media texts. Use when teaching students to critically read advertisements, news, or social media content.

Design a source evaluation protocol using lateral reading and credibility checks for digital information. Use when students need to evaluate websites, online sources, or social media claims.

Generate argument structure scaffolds using Toulmin, PEEL, or CER frameworks for a specific claim or question. Use when teaching argumentative or analytical writing across any subject.

Orchestrate compassionate systems tools from issue or aspiration to wise action. Use when a class needs a complete inquiry workflow.

Map evidence-based connections between a wellbeing initiative and specific academic learning outcomes. Use when justifying wellbeing programmes, integrating SEL, or linking pastoral and academic work.

Design a variation theory task using contrast, separation, and fusion to teach critical features of a concept. Use when students confuse similar concepts or fail to discern key distinctions.

Define the scope and purpose of a complex inquiry before mapping or futures work begins. Use when a class or group needs to agree what they are investigating, who it matters to, and at what scale.

Generate a coaching conversation guide with questions, protocols, and follow-up actions for a teaching focus. Use when preparing for coaching sessions, mentoring, or peer feedback conversations.

Design a professional development session using adult learning principles with active teacher engagement. Use when planning INSET days, CPD workshops, or staff training sessions.

Generate a Socratic questioning sequence that develops conceptual understanding through guided inquiry. Use when facilitating philosophical discussions, concept exploration, or critical examination.

Create if-then implementation intentions and WOOP plans for specific student behaviour change goals. Use when students know what to do but struggle to follow through on habits or routines.

Design a RULER emotional literacy sequence for recognising, understanding, labelling, expressing, and regulating emotions. Use when students struggle with emotional regulation, conflict, or anxiety.

Interpret learning analytics data and translate dashboard findings into actionable teaching decisions. Use when reviewing LMS data, quiz patterns, or engagement metrics.

Generate a criterion-referenced rubric with descriptive performance levels for a task or objective. Use for marking guides and general curriculum contexts. For Manning programmes where Competent = suc

Generate elaborative interrogation prompts that deepen encoding through targeted why and how questions. Use when students memorise without understanding or need deeper processing of content.

Build a complete explicit instruction sequence from teacher modelling through guided practice to independent work. Use when teaching new skills, procedures, or concepts through direct instruction.

Design a focused lesson observation protocol with specific look-fors and evidence collection methods. Use when planning peer observations, coaching visits, or developmental classroom visits.

Generate structured reflection prompts for a specific teaching experience or professional learning challenge. Use when debriefing lessons, journaling, or preparing for coaching conversations.

Generate scaffolds supporting student self-regulation across planning, monitoring, and evaluation phases. Use when students struggle to manage their own learning during extended or independent tasks.

Design a moment of awe or wonder that hooks curiosity and deepens emotional engagement with content. Use when opening units, introducing surprising material, or reigniting student interest.

Evaluate a teacher-drafted central historical question for its capacity to drive genuine historical inquiry. Use when assessing whether a question will generate real evidence-weighing or produce shall

Optimise a learning activity for flow by balancing challenge level, skill, clear goals, and immediate feedback. Use when students are bored, anxious, or disengaged during a task.

Create a writing scaffold teaching the genre conventions specific to an academic discipline. Use when students write lab reports, historical essays, or other discipline-specific text types.

Generate a scaffolded sequence of practice problems with graduated difficulty and strategic variability. Use when creating worksheets, homework sets, or independent practice materials.

Present pathway options and orchestrate place-based curriculum design from a local place, curriculum requirement, or community issue. Use when place should become a primary text for learning.

Generate follow-up teaching moves that extend student thinking after a specific classroom response. Use when a student says something worth exploring and the teacher wants to deepen the dialogue.

Design a lesson that embeds PERMA wellbeing elements alongside academic learning objectives. Use when planning lessons that intentionally support both content mastery and student flourishing.

Design a Concrete-Pictorial-Abstract learning sequence for a mathematical concept using manipulatives. Use when teaching maths through Singapore method or when students struggle with abstraction.

Design a worked example fading sequence from fully worked examples through to independent practice. Use when teaching procedures, algorithms, or multi-step processes to novice learners.

Design a structured goal-setting protocol using SMART or implementation-intention frameworks for students. Use when launching units, projects, or developing student self-direction habits.

Create self-explanation prompts that deepen understanding of worked examples, texts, or diagrams. Use when students read material passively without engaging with underlying principles.

Analyse student work against criteria to identify specific gaps between current performance and learning objectives. Use when reviewing submissions, planning feedback, or diagnosing learning needs.

Generate retrieval practice questions at varied difficulty levels for a topic or concept. Use when creating quiz starters, revision activities, or low-stakes testing materials.

Structure a decision or design challenge through multiple perspectives before committing to action. Use as a synthesis step after scoping, mapping, and dilemma navigation when a group needs a wiser ne

Design a practitioner inquiry cycle from research question through data collection to evidence-informed action. Use when starting action research, teacher-led investigation, or professional inquiry.

Build a library of metacognitive prompts targeting planning, monitoring, or evaluation for a specific task. Use when developing students' thinking-about-thinking during independent work.

Generate a cascading hint sequence for a problem type, revealing progressively without giving answers. Use when designing tutoring dialogues or scaffolded worksheets.

Create an interactive digital worked example sequence with fading for online or blended delivery. Use when building e-learning modules, LMS content, or app-based instruction.

Plan a unit using backwards design from desired outcomes through assessment evidence to learning activities. Use when starting a new unit or redesigning an existing one from standards.

Select and configure a structured discussion protocol matched to the purpose, topic, and group readiness. Use when planning classroom discussions, Socratic seminars, or structured debate.

Build a learning progression showing prerequisite-to-mastery steps for a target skill or understanding. Use when sequencing content, designing diagnostics, or mapping prerequisite gaps.

Routes between five assessment pathways — formative, rubric/criteria, authentic/performance, peer/self, and diagnostic — with validity and equity checks. Use when a teacher needs help choosing how to

Map control, influence, and concern after systems analysis. Use when students need wise agency without being made responsible for everything.

Audit and redesign AI-generated feedback for pedagogical quality, timing, and learning impact. Use when building or reviewing automated feedback in digital learning tools.