An Introduction to AI Prompting for UK Teachers

Summary: Prompting is just clear communication. If you tell the AI the role to take, the context it needs, and the format you want back, you'll get far more reliable lesson resources, feedback, and ideas with less tinkering.

AI Prompting for Teachers

What is AI prompting, and why do teachers need to do it?

Prompting is the process of communicating with an AI to get effective, relevant responses for your needs. Think of it as giving clear instructions to a colleague: if you provide vague, incomplete, or ambiguous directions, the outcome might not be what you're looking for.

When working with AI, your prompts guide the model on:

• what role to take on
• what context to consider
• what style and format to use

The more specific you are, the better the AI understands your expectations and delivers useful, tailored results. This guide walks through a practical structure you can adapt to your own teaching.

AI chatbots (such as ChatGPT or Claude) can be genuinely powerful tools for educators, but using them well takes a little planning. As you start using AI creatively, keep two key ideas in mind:

1. AI isn't a mind-reader. It can't infer your exact intentions without guidance, so give clear instructions and relevant context.
2. Think of AI as a co-intelligent partner. Don't expect to enter one prompt and copy-paste the answer. Treat it like an intelligent colleague you can iterate with. You refine your goals, and the AI often improves as you steer it.

The headings below are not rigid templates, just general approaches you can adapt.

1. Role: Define who the AI should be

Start by telling the AI what role you want it to take on.

You might want it to act as:

• an experienced GCSE Business teacher creating revision resources
• a persuasive writer helping with a letter to parents about exam preparation
• a Head of Department drafting a department policy on AI use

Example prompt:

"You are a GCSE Business Studies teacher with expertise in creating revision guides for Marketing and Finance."

2. Context: Provide clear background information

Context is everything. The more relevant detail you give, the better the AI will do.

If you're asking for ideas for a revision session, you might include:

• the specific topic (e.g. cash flow forecasting)
• whether you want individual work, group work, or both
• common misconceptions your students have
• how long you've got
• what your class usually struggles with

Example prompt:

"I need a 40-minute revision session on cash flow forecasting for my Year 11 Business students. They often confuse cash flow and profit, so emphasise the difference. Include both individual and group activities."

3. Examples: Show, don't just tell

One of the most overlooked parts of prompting is giving examples. This matters a lot when you want the AI to mimic a specific task or standard, such as marking, feedback, reports, or revision materials.

A short example helps the AI match:

• the structure you like
• the level of detail
• your tone and phrasing

Example prompt:

"Here's a sample GCSE Business report on marketing strategies. Use this tone and structure when drafting a new report on financial ratios."

4. Style and tone: Set the right voice

AI can adapt to different tones, but only if you tell it what you want.

If you're writing for students, you might want:

• direct and encouraging language
• clear explanations without heavy jargon
• British English (and fewer Americanisms)

Example prompt:

"Write in an encouraging tone, using British English. Keep it student-friendly without being overly technical."

5. Clear instructions: Give step-by-step guidance

Finish with clear, numbered instructions. This makes it easier for the AI to follow your request without missing key parts.

You can specify:

• length (e.g. "keep it to 3 short paragraphs")
• format (e.g. "bullet points, then a quiz")
• what to include (e.g. "define key terms, give an example")
• how to handle uncertainty (e.g. "ask me a question if unclear")

Example prompt:

1. Create a revision activity focusing on cash flow forecasting.
2. Include an example scenario where students identify inflows and outflows.
3. Explain the difference between cash flow and profit with clear examples.
4. Finish with a 5-minute quiz to test understanding.
5. Provide the quiz answers in a separate section.

Pulling this together: A full example prompt

You are an experienced GCSE Business Studies teacher with a strong background in preparing revision resources for students. I need your help creating a revision guide focused on cash flow forecasting, which my Year 11 students find particularly challenging.

My class has a diverse range of abilities, but most students struggle to differentiate between cash flow and profit. The guide should emphasise this distinction, using clear examples and relatable scenarios. I also want a section on how cash flow forecasting can affect decision-making in a small business, as this is often misunderstood.

Here's an example of the type of revision material I have used before:

"Cash flow refers to the total amount of money being transferred in and out of a business, while profit is the financial gain after all expenses are deducted from revenue. For example, a business may have high sales (cash inflows) but still make a loss if its expenses exceed its income. This is why cash flow forecasting is essential for predicting future financial health."

Please use a similar style, ensuring explanations are clear, concise, and student-friendly. Keep the tone encouraging and accessible. Avoid overly technical jargon. Use British English throughout.

Follow these instructions:

1. Create a structured revision guide with these sections:

   • Introduction: Brief overview of cash flow forecasting and why it matters.
   • Key Differences: Explain cash flow vs profit with simple examples.
   • Real-World Application: A scenario showing how a small business uses a cash flow forecast to make decisions.
   • Common Pitfalls: Typical student mistakes and misunderstandings.
   • Quiz Questions: 5 multiple-choice questions, with answers in a separate section.

2. Use bullet points for easy reading, bold key terms, and add short definitions where useful.

3. Ask follow-up questions if you need more context before completing the task.

Reflect and iterate: learning through experimentation

Not all prompts need to be this long. Often, a short prompt with a clear role, a bit of context, and a specific output format is enough.

After the AI responds, pause and reflect:

• Was it accurate?
• What's missing?
• What would make it more usable tomorrow morning?

Then use follow-up prompts to steer it closer to what you actually need. Over time, you get faster at this, and the output gets better with less effort.

Addressing common misconceptions about AI

Teachers often worry about using AI ethically or effectively. A couple of common concerns:

• "Isn't using AI cheating?" No. It's a tool to support your work, not replace it. Used thoughtfully, it can save time and reduce workload while still leaving you firmly in control.
• "How long will it take to learn?" There is a learning curve, but it's usually quicker than people expect. The best approach is to experiment little and often.

Final thoughts

Think of AI as a helpful, creative partner. The more you engage, experiment, and adapt, the more useful it becomes in supporting your teaching.

Happy experimenting.

Gary Roebuck is Head of Economics at Holy Cross School, New Malden and the creator of Teach Edge.

PS: Want to go deeper?

If you found this helpful, I've created a free 5-day email course that goes further into AI prompting for UK teachers. You'll get:

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