LearnGrokUse these prompts to compare the materials you already have against the objectives for a unit. They are for teachers and curriculum leads who need a defensible list of what to retain, change, remove or make before teaching begins.
Start with the objectives, not the folder of resources. A polished slide deck can still be the wrong resource if it does not give pupils a way to practise or demonstrate the intended learning.
Key point
Audit against evidence, not topic
A resource covers an objective only when pupils are taught it, practise it, or produce evidence that shows it.
Prepare the audit material
- Put the planned objectives in one document. Include success criteria where they exist.
- List every resource that might be used: worksheets, slides, practical activities, retrieval tasks, videos, homework and assessments.
- Give each item a recognisable name. Use the filename if it is clear, such as
Fractions lesson 2 worksheet. - Paste the actual pupil-facing text where possible. For slides, paste slide text and describe images, demonstrations or discussion tasks that matter.
- Note constraints that affect the decision. These may include lesson length, reading demand, available devices, practical equipment and required assessment evidence.
Do not rely on a resource title or a short label such as “revision activity”. The audit needs the questions pupils answer, the instructions they follow and the outcome they produce. If the file is visual, describe what pupils are asked to notice or do.
Note
Use a representative sample when needed
For a large bank of near-identical retrieval slides or practice sheets, audit one example and state which files it represents. Do not claim the rest are equivalent without checking them.
Choose the right prompt
Use Audit a complete resource set when you are beginning with a manageable unit folder. It produces decisions for each item and shows which objectives are not securely covered.
Use Check objective coverage when there are too many files to review in full. It is also useful when curriculum leads need to see duplication across lessons before asking staff to alter resources.
Use Decide whether to adapt or replace for a disputed resource. It forces the review to identify the exact question, slide or task that is misaligned. This is more useful than a general judgement that a worksheet is “too easy” or “not engaging”.
Use Build a resource decision list after the audit. This is the version you can use in a planning meeting. Assign owners only where those roles have actually been agreed. Otherwise leave them as unassigned.
Use Specify missing resources only after you know an objective is genuinely uncovered. It creates build briefs, rather than producing more material that repeats existing practice.
Apply the four decisions consistently
| Decision | Use it when | Required next step |
|---|---|---|
| Keep | The resource directly supports the objective and provides suitable pupil evidence. | Place it in the lesson sequence. |
| Adapt | The core task is useful, but a specific change would align it. | Name the exact edit and check it after making it. |
| Replace | The resource cannot meet the objective without changing its core purpose or structure. | Identify a suitable existing alternative. |
| Create | No available resource can teach or assess the required learning. | Write a brief before making the resource. |
A resource may be worth keeping for a different objective. Do not mark it as Keep for the current plan simply because it is accurate, attractive or familiar.
Watch out
Do not confuse activity with learning evidence
A discussion, card sort or practical task is not automatically evidence of learning. Check what each pupil must say, write, make, calculate or select, and whether that outcome can be judged against the objective.
Check the output before you act on it
Read the Objective coverage section first. Every objective should be marked secure, partial, absent or unclear. If an objective is secure, identify at least one teaching opportunity and one pupil outcome that support that rating. If you cannot point to both, change the rating to partial.
Then sample the decisions. Open two items marked Keep and two marked Adapt. Check that the stated evidence actually appears in the document. This catches a common error: the review may treat teacher explanation on a slide as though pupils have practised the idea.
Check the decision list against the lesson sequence. A resource can be aligned but arrive too early, assume vocabulary not yet taught, or duplicate a later assessment. Where lesson order is unknown, keep the decision provisional rather than inventing a sequence.
Check
A sound audit has a visible chain
You should be able to trace each objective to a lesson task, then to a pupil outcome, then to a decision in the action list.
Handle ambiguity without losing the audit
The prompts tell the model to label missing information rather than make it up. Keep those Uncertainties, Questions before teaching and provisional labels in the working document. They often reveal the real planning issue: missing success criteria, an unagreed assessment method, or unclear prior knowledge.
If the output groups several objectives under one activity, check that pupils can demonstrate each objective separately. A single extended task may be efficient, but only if its evidence can be assessed without guessing what pupils understood.
For version-dependent product behaviour or document handling, check the xAI documentation overview before changing your workflow.
When the audit does not work
Reduce the scope if the response is vague. Audit one lesson or one objective at a time, and paste the full text of the relevant resource. Add the expected pupil evidence if it was omitted.
If every resource is marked Adapt, ask whether the objectives are too broad or whether the resource descriptions lack detail. If every resource is marked Create, check whether existing materials were pasted fully and whether the planned assessment requirement is realistic for the unit.
Do not make all the changes at once. Start with items that leave an objective absent, then test the revised resource against its success criteria before preparing optional improvements.
