40 ChatGPT Prompts for Australian Teachers (2026)

The quality of what you get from an AI tool depends almost entirely on the quality of what you ask it. A vague prompt produces a generic response; a specific, well-structured prompt produces something genuinely useful.

This guide provides 40 prompts that Australian teachers can copy, adapt, and use immediately. They are organised by task type, and each includes a brief note on how to adapt it for your specific context.

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How to Use These Prompts

These prompts are starting points, not finished instructions. The most effective approach is to:

1. Copy the prompt
2. Replace the bracketed placeholders with your specific details
3. Review the output critically and ask follow-up questions to refine it
4. Apply your professional judgment to adapt the output for your students

Remember: do not enter identifiable student information into consumer AI tools. Use general descriptions instead.

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Lesson Planning Prompts

Prompt 1 — Full lesson plan

Create a 60-minute lesson plan for Year [X] [subject] on the topic of [topic]. The lesson should align with the Australian Curriculum v9.0 content description [insert code if known]. Include a learning intention, success criteria, a warm-up activity (5 minutes), a main teaching activity (35 minutes), a student practice activity (15 minutes), and a closing reflection (5 minutes). The class has [X] students including [brief description of any specific learning needs].

Prompt 2 — Unit outline

Create a 4-week unit outline for Year [X] [subject] on [topic], aligned to the Australian Curriculum v9.0. Include weekly focus areas, key activities, and assessment checkpoints. The unit should build from foundational knowledge in week 1 to application and synthesis by week 4.

Prompt 3 — Inquiry-based lesson

Design an inquiry-based lesson for Year [X] [subject] on [topic]. The lesson should begin with a provocative question, include student investigation time, and conclude with a sharing and synthesis activity. Suggest 3 different inquiry questions I could use to open the lesson.

Prompt 4 — Cross-curriculum lesson

Create a lesson plan that integrates [subject 1] and [subject 2] for Year [X] students. The topic is [topic]. Identify the relevant Australian Curriculum content descriptions from both learning areas and design activities that genuinely connect the two disciplines.

Prompt 5 — Explicit teaching sequence

Design an explicit teaching sequence for introducing [concept] to Year [X] students. Include: (1) an explanation of the concept in clear language, (2) a worked example, (3) a guided practice activity, and (4) an independent practice activity. The sequence should follow the I do / We do / You do model.

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Differentiation Prompts

Prompt 6 — Three-level differentiation

I have a worksheet on [topic] for Year [X] [subject]. Please create three versions: (1) a simplified version for students working below year level, with shorter sentences, more visual cues, and scaffolded questions; (2) the standard version; and (3) an extended version for students working above year level, with more complex questions and open-ended tasks. [Paste or describe the original worksheet.]

Prompt 7 — Reading level adjustment

Rewrite the following text at a Year [X] reading level, suitable for students with reading difficulties. Use shorter sentences, simpler vocabulary, and add subheadings to break up the text. [Paste the original text.]

Prompt 8 — EAL/D support

Adapt the following task instructions for students with English as an Additional Language or Dialect (EAL/D). Simplify the language, add visual cues where possible, and include a glossary of key terms. [Paste the original instructions.]

Prompt 9 — Extension task

My Year [X] class is studying [topic]. Create an extension task for students who have demonstrated mastery of the core content. The task should require higher-order thinking — analysis, evaluation, or creation — and should be completable independently over [X] lessons.

Prompt 10 — Learning support modifications

I have a student who [brief description of learning need]. Suggest 5 modifications I could make to a standard [subject] lesson on [topic] to better support this student's engagement and learning.

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Assessment and Rubric Prompts

Prompt 11 — Rubric creation

Create a detailed assessment rubric for a Year [X] [subject] task: [describe the task]. The rubric should have 4 performance levels (Excellent, Proficient, Developing, Beginning) and assess the following criteria: [list 3-5 criteria]. Align the criteria to the Australian Curriculum achievement standard for Year [X] [subject].

Prompt 12 — Formative assessment tasks

Suggest 5 formative assessment strategies I could use during a unit on [topic] for Year [X] [subject]. For each strategy, describe how it works, how long it takes, and what information it gives me about student understanding.

Prompt 13 — Exit ticket questions

Create 5 exit ticket questions for a Year [X] lesson on [topic]. The questions should check for understanding of [specific concept], be answerable in 2-3 minutes, and include a mix of recall, comprehension, and application questions.

Prompt 14 — Assessment task design

Design an assessment task for Year [X] [subject] that assesses students' understanding of [topic]. The task should be completable in [X] lessons, require students to demonstrate [specific skills or knowledge], and be difficult to complete using AI tools alone. Include the task description, marking criteria, and a sample response at the Proficient level.

Prompt 15 — Moderation support

I am preparing for a moderation meeting on Year [X] [subject] assessment. Help me write a brief annotation for a student work sample that: (1) identifies the key features of the work, (2) maps those features to the achievement standard, and (3) provides a clear justification for the grade. [Describe the work sample and the task.]

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Student Feedback Prompts

Prompt 16 — Written feedback language

Help me write feedback for a student who [describe the work in general terms — strengths and areas for improvement, without identifying the student]. The feedback should: (1) acknowledge what the student has done well, (2) identify one specific area for improvement, and (3) suggest a concrete next step. Keep the tone encouraging and specific.

Prompt 17 — Whole-class feedback

I have just marked a set of Year [X] [subject] assessments. Common strengths were [describe]. Common areas for improvement were [describe]. Write a whole-class feedback statement I can share with students that acknowledges the strengths, addresses the common issues, and provides guidance for improvement.

Prompt 18 — Oral feedback prompts

Suggest 10 open-ended questions I could use when giving oral feedback to Year [X] students on their [subject] work. The questions should prompt students to reflect on their own learning rather than simply receiving my evaluation.

Prompt 19 — Report comment

Write a school report comment for a Year [X] [subject] student who [describe performance in general terms]. The comment should be 3-4 sentences, use positive and constructive language, and avoid generic phrases.

Prompt 20 — Feedback on writing

I am giving feedback on a Year [X] student's [type of writing]. The student's writing [describe strengths and weaknesses in general terms]. Suggest 3 specific, actionable feedback points I could give this student to improve their writing, framed as questions or prompts rather than corrections.

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Parent Communication Prompts

Prompt 21 — Concern email

Help me draft a professional email to a parent about [describe the concern in general terms]. The email should: (1) open positively, (2) describe the concern clearly and without blame, (3) invite the parent's perspective, and (4) suggest a next step. Keep the tone collaborative and solution-focused.

Prompt 22 — Positive update email

Write a brief email to a parent sharing positive news about their child's progress in [subject]. The student has [describe the achievement in general terms]. Keep the email warm, specific, and under 150 words.

Prompt 23 — Interview preparation

I have a parent-teacher interview coming up with the parent of a student who [describe the situation in general terms]. Help me prepare: (1) 3 key points I want to communicate, (2) 2 questions I could ask the parent to better understand the student's home context, and (3) a suggested next step I could propose.

Prompt 24 — Newsletter item

Write a 100-word newsletter item for parents explaining what Year [X] students are currently learning in [subject] and how parents can support their child's learning at home.

Prompt 25 — Behaviour communication

Help me draft a professional email to a parent about a behaviour concern. The student [describe the behaviour in general terms]. The email should be factual, non-judgmental, describe the impact of the behaviour, and invite a collaborative response.

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Classroom Resource Prompts

Prompt 26 — Quiz questions

Create 10 quiz questions on [topic] for Year [X] [subject]. Include a mix of question types: 4 multiple choice, 3 short answer, and 3 true/false. Include an answer key. The questions should assess understanding of [specific concepts].

Prompt 27 — Discussion questions

Generate 8 discussion questions for a Year [X] class studying [topic] in [subject]. Include a mix of questions that: (1) check factual understanding, (2) require students to make connections, and (3) invite personal reflection or opinion.

Prompt 28 — Vocabulary list

Create a vocabulary list for Year [X] students studying [topic] in [subject]. For each term, provide: (1) a student-friendly definition, (2) an example sentence, and (3) a related term. Include 12-15 key terms.

Prompt 29 — Concept explanation

Explain [concept] in language suitable for Year [X] students. Use an analogy or real-world example that would be relevant to Australian students. Keep the explanation under 200 words and avoid jargon.

Prompt 30 — Homework task

Design a homework task for Year [X] [subject] that reinforces the class learning on [topic]. The task should take approximately [X] minutes, be completable without additional resources, and connect the classroom learning to students' everyday lives.

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Professional Development and Reflection Prompts

Prompt 31 — Lesson reflection

I just taught a lesson on [topic] to Year [X]. [Describe what went well and what did not.] Help me reflect on: (1) what the student responses tell me about their understanding, (2) what I would change if I taught this lesson again, and (3) one specific strategy I could try next time.

Prompt 32 — AITSL Standards evidence

I am preparing evidence for my [career stage] teacher registration. I want to demonstrate evidence against AITSL Standard [X.X: describe the standard]. I have [describe the evidence you have]. Help me write a brief annotation that connects this evidence to the standard descriptor.

Prompt 33 — Professional learning goal

Help me write a professional learning goal for my annual review. I want to focus on [area of practice]. The goal should be specific, measurable, and achievable within [timeframe]. Suggest 3 possible goal statements and 2 evidence sources I could use to demonstrate progress.

Prompt 34 — Peer observation focus

I am conducting a peer observation of a colleague teaching Year [X] [subject]. Help me develop an observation focus and 5 specific things to look for during the lesson that would give useful, evidence-based feedback.

Prompt 35 — Research summary

Summarise the key findings from research on [pedagogical approach or topic] that are most relevant for classroom teachers. Focus on practical implications rather than theoretical detail.

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Academic Integrity and AI Literacy Prompts

Prompt 36 — AI literacy lesson

Design a 45-minute lesson for Year [X] students on responsible AI use. The lesson should cover: (1) what AI tools can and cannot do, (2) when using AI is appropriate and when it is not, and (3) how to use AI tools in ways that support rather than replace their own thinking.

Prompt 37 — Academic integrity discussion

I want to have a class discussion with Year [X] students about academic integrity in the age of AI. Suggest 5 discussion questions that would help students think through the ethical dimensions of AI use in their schoolwork.

Prompt 38 — Assessment redesign for integrity

I am concerned that my current [subject] assessment task for Year [X] could be completed using AI tools without genuine student engagement. Suggest 3 ways I could redesign the task to better assess authentic student learning while still addressing the same curriculum content.

Prompt 39 — Student AI policy explanation

Help me write a student-friendly explanation of my class's AI use policy. The policy is: [describe your policy]. The explanation should be clear, fair, and explain the reasoning behind the policy rather than just stating the rules. Aim for Year [X] reading level.

Prompt 40 — Parent AI communication

Write a brief communication to parents explaining how AI tools are being used in [subject] this year, what the school's expectations are for student AI use, and how parents can support their child to use AI responsibly at home.

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Tips for Better Prompts

Be specific about year level and subject. AI tools produce much more useful output when you specify Year 7 English rather than just secondary English.

Reference the Australian Curriculum. Mentioning Australian Curriculum v9.0 and including content description codes where you know them produces more curriculum-aligned output.

Describe your students. Brief context about your class — size, any specific learning needs, current level of understanding — produces more targeted output.

Ask for options. Asking for 3 alternatives rather than 1 gives you more to work with and makes it easier to find something that fits your context.

Iterate. The first response is rarely the best one. Ask follow-up questions, request changes, or ask the AI to try a different approach.