AI Teaching Toolbox | ZtoA MasterAI Academy · Ready-to-use prompts for Hong Kong teachers, parents and principals

🌱 KG KGECG 2017 + Free Quality KG Policy ↗ ~25 min/notice

KG bilingual parent notice

Topic in → CN + EN notice + WhatsApp short + non-Chinese parent opener.

PROMPTClass teachers / admin

You are an experienced kindergarten class teacher in Hong Kong, writing a parent notice for {school name}.

Activity details:
- Topic: {topic}
- Date and time: {date and time}
- Venue: {venue}
- Target class level: {class level}
- Tone the school wants: {tone}

Please produce three versions:
1. Traditional Chinese notice (150–250 characters, following EDB notice conventions: title, purpose of the activity, arrangements, notes for parents, space for signature)
2. English notice (same information structure, in a style local parents are used to reading)
3. WhatsApp short version (within 50 Chinese characters, with emoji, ready for parents to forward)

Language: write the Chinese notice and the WhatsApp version in Traditional Chinese (Hong Kong usage) — no Simplified characters and no Mainland Putonghua vocabulary (e.g. use the Hong Kong words for "video", "USB drive" and "message"). Follow the tone specified, and keep it consistent within each notice.

You are an experienced kindergarten class teacher in Hong Kong, writing a parent notice for {school name}.

Activity details:
- Topic: {topic}
- Date and time: {date and time}
- Venue: {venue}
- Target class level: {class level}
- Tone the school wants: {tone}
- Languages of non-Chinese-speaking (NCS) parents (if any): {selected languages, e.g. English / Korean / Indonesian / Thai / Filipino / Urdu / Nepali / Burmese / Vietnamese}

Please produce three versions:
1. Traditional Chinese notice (150–250 characters, following EDB notice conventions: title, purpose of the activity, arrangements, notes for parents, space for signature)
2. English notice (same information structure, in a style local parents are used to reading)
3. WhatsApp short version (within 50 Chinese characters, with emoji, ready for parents to forward)

Extra requirements (Pro):
1. Cite at least one KGECG learning area as the basis for the activity's purpose (Self and Society / Language / Early Childhood Mathematics / Nature and Living / Arts and Creativity / Physical Fitness and Health).
2. Lay out the reply slip as a Markdown table with: student name, class, parent's signature, contact number, special needs, attending or not.
3. Translate the opening paragraph into each of these NCS parent languages (no more than 20 words each): {selected languages}. This is in line with the support for NCS parents required under EDB's Free Quality Kindergarten Education Policy.
4. Work out the "reply slip deadline" (3 working days before the activity) and state the date clearly.
5. End with a one-line "Internal note" (not sent to parents): "Before distribution, check the school logo, the principal's signature and the position of the school chop."

Language: write the Chinese notice and the WhatsApp version in Traditional Chinese (Hong Kong usage), with no Simplified characters or Mainland Putonghua vocabulary. Follow the tone specified, and keep it consistent within each notice.

🌱 KG KGECG 2017 + QR observation records ↗ ~15 min/story

KG learning-story drafter

Observation notes → 200-300 char narrative + KGECG area tagging + 3-tier next-step recommendations.

PROMPTClass teachers

You are an experienced class teacher at a Hong Kong kindergarten, and you are writing a Learning Story for {child's pseudonym} ({age group}).

Teacher's observation notes:
{bullet points}

Setting: {setting}   Date: {date}

Please produce:
1. A 120–180-word narrative learning story (in the third person, referring to the child as "{child's pseudonym}"; tell it in chronological order; include at least one specific detail of what the child said or did; end by linking to the child's abilities / interests).
2. The matching KGECG learning areas (pick the 1–2 best fits from the 6 areas and explain the link in one sentence).
3. Three "next steps for learning": the 1st for the parents (an extension they can do at home), the 2nd for next school year's class teacher (how to build on this in class), the 3rd for this class (a small activity that can be added soon).

Language: standard written English (British spelling). Never label the child (e.g. "he is very clever", "she is very introverted") — describe what was observed.

You are an experienced class teacher at a Hong Kong kindergarten, and you are writing a Learning Story for {child's pseudonym} ({age group}).

Teacher's observation notes:
{bullet points}

Setting: {setting}   Date: {date}

Please produce:
1. A 120–180-word narrative learning story (in the third person, referring to the child as "{child's pseudonym}"; tell it in chronological order; include at least one specific detail of what the child said or did; end by linking to the child's abilities / interests).
2. The matching KGECG learning areas (pick the 1–2 best fits from the 6 areas and explain the link in one sentence).
3. Three "next steps for learning".

Pro extra requirements:
1. Quote at least one thing the child actually said, or a sound word they used (in quotation marks), so the story has the child's own "voice".
2. Present the learning-area mapping as a table: Learning area | Observed evidence | KGECG indicator number (if available; otherwise leave blank).
3. Write the 1st next step (for parents) as a concrete action parents can do in under 5 minutes (avoid vague advice such as "spend more time with your child").
4. End with a one-line "Internal note for the portfolio editor": suggest pairing the story with 2 photos (a free-play scene + the child's work), with file names in the format `{pseudonym}_YYYYMMDD_NN.jpg` (NN = sequence number).
5. Automatically remove any personally identifiable information (real name, home address, primary school, etc.); keep the pseudonym and age group.

Language: standard written English (British spelling). Never label the child — describe what was observed.

🌱 KG KGECG 2017 · balance across 6 learning areas ↗ ~30 min/activity

KG activity-design with materials list

Theme + age + class size → 30-min flow, materials list, safety tips, parent-link, KGECG mapping.

PROMPTClass teachers / curriculum leaders

You are a curriculum leader at a Hong Kong kindergarten. Design a 30-minute {activity type} activity on the theme of {theme} for {age group} ({class size} children).

School resources and constraints: {constraints}

Please produce:
1. A 30-minute activity flow in 5 stages (Introduction / Exploration / Sharing / Extension / Tidy-up), giving the timing, purpose, teacher guidance and children's activity for each stage.
2. A materials list in two columns, "Available in school" and "To be purchased", with the quantity and purpose of each item.
3. 3 safety notes (material safety, space safety, allergies / sensitivities).
4. 1 home-school extension: a small action parents can repeat at home in under 3 minutes, linked to the same learning objective.
5. A mapping to the 6 KGECG learning areas: state which 1–2 areas this activity mainly addresses, and how.

Language: British English. Address the flow to teachers.

You are a curriculum leader at a Hong Kong kindergarten. Design a 30-minute {activity type} activity on the theme of {theme} for {age group} ({class size} children).

School resources and constraints: {constraints}

Please produce:
1. A 30-minute activity flow in 5 stages (Introduction / Exploration / Sharing / Extension / Tidy-up), giving the timing, purpose, teacher guidance and children's activity for each stage.
2. A materials list in two columns, "Available in school" and "To be purchased", with the quantity and purpose of each item.
3. 3 safety notes (material safety, space safety, allergies / sensitivities).
4. 1 home-school extension: a small action parents can repeat at home in under 3 minutes.
5. A mapping to the 6 KGECG learning areas.

Additional Pro requirements:
1. Estimate a total cost range for the materials list (HKD, low / high), so that a small purchase can be requested early.
2. Add "Differentiation options": an extension challenge for more able children and a lower-entry version for children who need more support.
3. Add a one-line "Support for non-Chinese-speaking (NCS) children": if the class has NCS children, suggest visual / gesture alternatives.
4. The safety notes must reflect the key points of the EDB's pre-primary services guidance on promoting children's health and safety.
5. End with "5 quick prompts for the observing teacher": bullet-point sentence starters to jot down while observing, ready to drop straight into the "Learning Story" prompt later.

Language: British English.

📚 Primary IL Learning Framework 2024 ↗ ~40 min/lesson

Differentiated lesson + 3-tier worksheets

One topic, three levels — with objectives, flow, answer keys and SEN adaptations.

PROMPTEarly trial · feedback welcome ↗

You are an experienced Hong Kong subject curriculum designer, familiar with the local curriculum guides and Differentiated Instruction. Based on the settings below, create a "ready-to-use" differentiated lesson plan with three-tier worksheets.

[Fill in first]
- Subject: [e.g. Primary General Studies / Secondary Mathematics]
- Level: [e.g. P4 / S2]
- Topic: [e.g. Hong Kong's climate and weather]
- Lesson length: [e.g. 40 minutes]
- Class profile: [e.g. wide range of abilities; about a quarter of the students need extra support; 3 gifted students]

Please produce the following, with a clear heading for each section:
1. [Learning objectives] Write 3 objectives using observable, assessable verbs, and label the cognitive level of each (remember / understand / apply / analyse).
2. [Lesson flow table] A table listing: timing, teacher activities, student activities, resources needed, assessment method (including a 2-minute "in-class questioning check").
3. [Three-tier differentiated worksheets] Three versions on the same topic: Foundation (consolidation) / Intermediate (standard) / Challenge (gifted / extension). 5–6 questions per version, plus a separate "teacher's answer key and marking points".
4. [SEN support] Give 2 specific classroom accommodations each for students with dyslexia and for students who need attention support.
5. [AI extension activity] Design a 10-minute activity in which students "use AI, but verify AI", building their questioning and fact-checking skills.

Requirements: write in English (British spelling), using Hong Kong school terminology; professional yet easy to use; every question must come with an answer; no "omitted here" and no placeholders of any kind.

You are a senior subject curriculum designer for Hong Kong primary and secondary schools, with in-depth knowledge of the Education Bureau's (EDB) latest curriculum guides, STEAM education policy and Differentiated Instruction (DI) strategies. Based on the settings below, create a rigorously structured differentiated lesson plan and three-tier differentiated worksheets that can be used as they are, without any editing.

[Enter your lesson settings first]
- Subject: [e.g. Primary Science / Primary Humanities / Secondary Mathematics / Business, Accounting and Financial Studies]
- Level: [e.g. P4 / S4]
- Topic: [e.g. Electric circuits and conductivity / The law of supply and demand]
- Lesson length: [e.g. 40 minutes / 80-minute double lesson]
- Language of teaching and of the lesson plan: [e.g. English]
- Language of worksheets and answers: [e.g. all English (EMI) / all Traditional Chinese (CMI)]
- Class profile: [e.g. wide range of abilities; about a quarter of the students need literacy or attention support; 3 gifted students]

Follow the structure below strictly, separating the sections with clear Markdown headings:

1. [Learning objectives]
Using the cognitive levels of Bloom's Taxonomy, write 3 specific, observable and assessable learning objectives. Label the level of each (remember / understand / apply / analyse / evaluate), and use action verbs common in Hong Kong education (identify, explain, calculate, compare, design).

2. [Lesson flow table]
Output a Markdown table with these columns:
| Timing | Teaching steps and stages | Teacher activities (guiding, explaining, demonstrating) | Student activities (thinking, group discussion, hands-on work) | Teaching resources needed | Assessment method |
Note: the lesson must include a 2-3 minute "in-class questioning check (formative assessment)", with the exact questions the teacher will ask and the answers expected from students.

3. [Three-tier differentiated worksheets]
Design three separate versions on the same topic. Each version has 4-5 questions (covering mainstream Hong Kong question types: multiple choice (MC), matching, fill-in-the-blanks, short answer or structured questions), and each must come with a separate [Teacher's version: full answers and marking guide (Marking Scheme)].
• Foundation (consolidation for tests and exams): provide visual "Scaffolding Hints", a keyword list (Concept Bank), and matching / fill-in-the-blank questions, to help students with SEN or weaker foundations build confidence.
• Intermediate (standard level): benchmarked against mainstream Hong Kong textbooks and school-based assessment standards; include short-answer, applied-scenario and logical-reasoning questions.
• Challenge (gifted / higher-order thinking): fewer hints, with a focus on higher-order thinking. Include questions that link across topics, open-ended inquiry questions, and one science / ethics reasoning question that "has no standard answer and must be argued from facts".

4. [Practical suggestions for special educational needs (SEN)]
For students with dyslexia (SpLD) and students with attention deficit / hyperactivity (ADHD), give 2 specific classroom accommodation strategies each that can be used on the spot "within this lesson's flow" (e.g. visual cue cards, instructions broken into steps). They must be practical — no vague theory.

5. [AI literacy extension activity (10 minutes)]
Design a short student task on "verifying and thinking critically about generative AI". Guide students on how to ask AI questions (prompting), and set out concrete "fact-checking" steps, building information literacy and critical thinking.

[Generation rules]
1. Write entirely in the language(s) specified. If Traditional Chinese is chosen, use local Hong Kong teaching terminology rather than Mainland terms (e.g. the Hong Kong terms for "classroom accommodations", "tiered teaching" and "worksheet").
2. Every question must come with a complete answer and detailed marking criteria.
3. Placeholders such as "(content omitted here)" or "teachers to design their own questions" are strictly forbidden; every question and every lesson-plan step must be written out in full.

📚 Primary EDB School Administration Guide · Assessment ↗ 30 comments ~3h saved

Report comments + progress analysis

Paste class data → warm, non-repetitive comments, a parent-friendly version and a whole-class overview.

PROMPTEarly trial · feedback welcome ↗

You are a class teacher with 15 years' experience, skilled at writing student comments that are specific and warm, never vague. Based on the student information I provide, write a personalised comment for each student.

[Fill in first: each student (you can paste several at once)]
Name | Academic performance (strong / average / weak + specific examples) | Attitude to learning | Social skills & character | Clear progress or decline this term | What parents need to help with

For each student, output:
1. [Formal comment] 50–65 words, structured as: affirm a specific strength → point out one area for growth (constructive tone) → one sentence of encouragement and direction for next term. Avoid vague, generic sentences such as "The student has performed well."
2. [Parent version] 2–3 sentences in a more conversational, warm voice, easy to say face to face on Parents' Day or send by WhatsApp.
3. [Progress tag] One key phrase that sums up the term (e.g. Steady climb / Motivation needs rekindling / Leadership emerging).

Finally, output a [Whole-class overview table]: name, progress tag, and the one point that most needs parents' attention.

Requirements: English (British spelling, Hong Kong school usage); no two students' comments may read alike — vary the wording for each; professional in tone and never hurtful; no placeholders.

You are a senior Hong Kong class teacher with more than 15 years of teaching experience, skilled at writing end-of-term report card comments that are specific, warm, precise and in keeping with Hong Kong school conventions.

[Fill in first: student details (you can copy and paste several students' data at once)]
Format: [Name] | [Academic performance (strong / average / weak, with specific subject examples)] | [Attitude to learning in class] | [Social skills & character (relationships, contribution to the class)] | [Key changes / progress / decline this term] | [How parents are expected to support at home]

For each student entered, produce the following three parts:

1. [Formal report card comment (standard WebSAMS format)]
Keep strictly to 55–65 words.
Structure:
① Sentence 1: affirm a specific strength the student showed this term (academic, or character / service).
② Sentence 2: drawing on one or two of the five domains of development (moral, intellectual, physical, social, aesthetic), highlight the student's classroom performance or an area of progress.
③ Sentence 3: in a constructive, positive and encouraging tone, name one specific area for growth (e.g. rigour in writing, concentration in class, confidence to speak up).
④ Sentence 4: express high hopes and set a goal to work towards next term.
Style rule: naturally work in the single most fitting set phrase (e.g. "consistently near the top of the class", "a late bloomer", "making steady upward progress", "calm and composed under pressure", "always keen to serve others", "self-disciplined and respectful of rules", "always striving to do better", "humble and open to learning", "quick-witted and eager to learn"). Never use empty stock phrases such as "The student has performed well" or "should keep working hard".

2. [Warm version for Parents' Day / WhatsApp]
2–3 sentences, 35–50 words in total, in conversational English. Warm, considerate and empathetic, so the class teacher can say it face to face on Parents' Day or send it by WhatsApp — bringing home and school closer.

3. [Personalised development tag]
Create a 2–3-word "development tag" (e.g. Budding Leader / Quiet Achiever / Creative Star / Untapped Engine) that precisely captures the student's core qualities this term.

[Whole-class summary table]
After all the individual comments, output a Markdown summary table:
| Student name | Personalised development tag | Key progress / area to improve this term | The one thing to agree on with parents at Parents' Day (one sentence) |

[Rules]
1. English with British spelling (Hong Kong school usage: "class teacher", not "homeroom teacher"; "conduct", not "behaviour grade"; "extra-curricular activities", not "club activities").
2. Each student's comment must be highly individual in structure and wording — never reuse the same template.

📚 Primary 🔬 Sec EDB School Administration Guide · Home-school communication ↗ ~30 min/notice

Parent notice generator (bilingual)

Key points in → bilingual notice, tear-off reply slip, and a WhatsApp version. Tone adjustable.

PROMPTEarly trial · feedback welcome ↗

You are a Chinese-language school correspondence specialist, familiar with Hong Kong school administration and home–school communication. Based on the key points below, produce a bilingual (Chinese–English) parent notice / newsletter that is ready to send out.

[Fill in first]
- School name: [ ]
- Notice type: [e.g. school picnic / class suspension arrangements / fees / Parents' Day / policy update / urgent notice]
- Key messages (bullet points are fine): [e.g. whole-level picnic on 15 June at Ocean Park, fee $180, reply slip required]
- Deadline / action needed from parents: [e.g. return the reply slip and fee by 6 June]
- Tone: [warm / formal / firm reminder] (default: warm and professional)
- Contact method: [phone / email / WhatsApp]

Please produce:
1. [Title] Short and punchy (one in Chinese, one in English).
2. [Body] Chinese version on top, English version below; clear paragraphs, key points as bullets, dates / amounts / venues in bold.
3. [Parent reply slip] Tear-off format: student name, class, parent's signature, date, and the options parents need to choose from (e.g. agree / do not agree to take part).
4. [Key reminders] Within 3 lines, so parents can quickly see "what to do, and by when".
5. [WhatsApp message version] Within 150 Chinese characters (or about 90 words in English), with a few emoji, suitable for sending by instant messaging.

Requirements: the Chinese and English must match in meaning, with appropriate wording; date format DD/MM/YYYY; avoid stiff administrative jargon; no placeholders.

You are a correspondence specialist with an expert grasp of Hong Kong school administration structures and home–school communication practice, and top-level skill in writing formal documents in both Chinese and English. Based on the basic information I provide, produce a bilingual (Chinese–English) parent notice that is rigorously formatted, appropriately worded and ready to send out.

[Enter the notice details first]
- School name: [e.g. Pui Tak Secondary School / Hip Tung Primary School]
- Principal's name and title: [e.g. Mr Chan Tai-man, Principal]
- Notice type: [e.g. outdoor learning day (school picnic) / class suspension arrangements / payment of school-based miscellaneous fees / Parent-Teacher Association election]
- Key points: [e.g. whole-level picnic on 15 June; venue: Ocean Park Hong Kong; for: S1 to S3; fee: $180 (after subsidy); PE uniform required; bring your own lunch; assemble 08:15, dismiss 16:30]
- Deadline: [e.g. 6 June (Friday)]
- Payment method (if applicable): [e.g. Octopus / PPS / cash]
- Tone: [warm and professional / formal and dignified / firm reminder]

Follow the structure and standards below strictly:

1. [Standard Hong Kong school circular (Chinese version)]
Write it in Traditional Chinese, in the traditional Hong Kong school circular format (notice number at the top, centred title, the formal salutation "逕啟者：", dates / amounts / venues in bold, the closing formula "特此通知，敬希垂注。", the right-aligned address line "此致　貴家長", then signatory and date of issue).

2. [Formal School Notice (English Version)]
An accurate translation of the Chinese version, in polished and appropriate wording (Circular No., Dear Parents, formal syntax, crucial info in bold, Yours sincerely sign-off, DD/MM/YYYY date).

3. [Parent Reply Slip]
Include a clear cut-off line, a declaration, reply options (with [ ] tick boxes) and fields for parents to fill in.

4. [Reminders summary]
In 3 concise bullet points, in both Chinese and English, list the actions parents need to take right away and the deadlines.

5. [WhatsApp / eClass App version for instant sending]
In Traditional Chinese, within 200 characters; friendly tone, a tasteful amount of emoji, compact format.

[Generation rules]
1. No blank fields such as "(insert date here)" — everything must be filled in from the information provided.
2. The translation must read naturally — avoid mechanical word-for-word translation (e.g. the tear-off form should be called a "Reply Slip").

📚 Primary Enriched Module on Coding Education (Upper Primary) ↗ ~45 min prep

Upper-primary coding lesson + worksheet

Full lesson + tiered worksheet + 4-level rubric + pair-programming script + unplugged backup.

PROMPTGeneral Studies / ICT teachers

You are a Hong Kong primary school General Studies / Computer Studies teacher, preparing an introductory coding lesson for a {year level} class. Topic: {topic}.

Students' prior knowledge: {prior knowledge} | Class size: {number of students} | Devices: {devices} | Lesson length: {duration}

Please output:
1. Lesson plan (5 stages: introduction / demonstration / hands-on practice / sharing / reflection) — for each stage, note the timing, objective, key points for the teacher's script, student activities and likely difficulties.
2. Worksheet (Markdown, ready to print) — 3 tiered tasks: Basic (follow the worked example), Intermediate (small modification), Challenge (free creation). Add a one-line "thinking hint" to each task.
3. Assessment rubric (4-level scale: not yet mastered / beginning to master / can apply / can transfer), with a description of observable behaviours for each level.
4. Student pairing demo script (pair programming: driver / navigator roles, swapping every 5 minutes).
5. Teacher's backup plan: if devices fail or the network goes down, give 1 unplugged alternative activity that still achieves this lesson's objective.

Align with the EDB "Enriched Module on Coding Education for Upper Primary Level".
Language: English (British spelling, Hong Kong context); use the standard technical terms (loop / variable / debug).

You are a Hong Kong primary school General Studies / Computer Studies teacher, preparing an introductory coding lesson for a {year level} class. Topic: {topic}.

Students' prior knowledge: {prior knowledge} | Class size: {number of students} | Devices: {devices} | Lesson length: {duration}

Please output:
1. Lesson plan (5 stages: introduction / demonstration / hands-on practice / sharing / reflection) — for each stage, note the timing, objective, key points for the teacher's script, student activities and likely difficulties.
2. Worksheet (Markdown, ready to print) — 3 tiered tasks: Basic, Intermediate, Challenge. Add a one-line "thinking hint" to each task.
3. Assessment rubric (4-level scale), with a description of observable behaviours for each level.
4. Student pairing demo script (pair programming, swapping every 5 minutes).
5. Teacher's backup plan: an unplugged alternative activity.

Pro extra requirements:
1. Add a "parent page" to the worksheet: in 3 sentences, explain to parents what the lesson taught, why it matters, and a mini-game that extends it at home in under 5 minutes.
2. Map the assessment rubric to the relevant competency indicators in the "Information Literacy for HK Students Learning Framework (2024)".
3. The teacher's script points must clearly mark a "common-mistake demo" (students watch the teacher "deliberately get it wrong" once, to build a debugging culture).
4. Add SEN differentiation: give 1 accommodation suggestion each for students with dyslexia, with ADHD, and on the autism spectrum.
5. At the end of the output, list "3 natural directions for the next lesson", so the teacher can plan the lessons that follow.

Align with the EDB "Enriched Module on Coding Education for Upper Primary Level".
Language: English (British spelling, Hong Kong context); use the standard technical terms (loop / variable / debug).

📚 Primary PCPD Model AI Framework 2024 ↗ ~3h drafting

Primary AI consent + parent guide

A4 bilingual consent + 10-Q parent FAQ + teacher checklist + opt-out arrangement.

PROMPTVice-principals / admin

You are a vice-principal at a Hong Kong primary school. The principal, {principal's name} ({school name}), has asked you to draft the school's AI-use consent form and parent guide.

Levels covered: {year levels} | Tools chosen: {tools} | School's stance: {stance} | Students' own use outside school hours: {allowed/not allowed}

Please produce:
1. Parent consent form (one A4 page, Chinese and English side by side), in 5 sections:
   (a) Why the school uses AI (for learning and teaching; cite the EDB IL Framework 2024)
   (b) How the school protects personal data when students use AI (cite the PCPD Model AI Framework 2024)
   (c) The alternative arrangements a student will get if the parent chooses not to consent
   (d) How consent can be withdrawn in writing at any time
   (e) School contact person (IT coordinator or vice-principal)

2. Parent FAQ, 10 questions: word the questions the way parents most often ask them ("Will AI replace the teachers?", "What happens to my child's data?" …); answer in the school's professional, formal voice.

3. An internal checklist for teachers, mapped to the 6 key points of the PCPD Model AI Framework: accountability / governance / data management / model development / system deployment / ongoing monitoring.

4. A note on the alternative arrangements for students whose parents do not sign (one paragraph, under 60 words), stressing that academic assessment is not affected.

5. Internal record-keeping guidelines: where paper / electronic copies are kept, how long they are retained, who may access them, and the disposal procedure.

Language: write the consent form in Traditional Chinese (Hong Kong formal written style) with a parallel English version; write the FAQ and everything else in English.

You are a vice-principal at a Hong Kong primary school. The principal, {principal's name} ({school name}), has asked you to draft the school's AI-use consent form and parent guide.

Levels covered: {year levels} | Tools chosen: {tools} | School's stance: {stance} | Students' own use outside school hours: {allowed/not allowed}

Please produce:
1. Parent consent form (one A4 page, Chinese and English side by side, same 5-section structure as the Basic version).
2. Parent FAQ, 10 questions (in parents' everyday wording + formal written answers from the school).
3. An internal checklist for teachers, mapped to the 6 key points of the PCPD Model AI Framework.
4. Alternative arrangements for students whose parents do not sign (under 60 words).
5. Internal record-keeping guidelines.

Pro extra requirements:
1. Add 3 "sensitive questions" to the parent FAQ (on deepfakes, AI marking and AI replacing teachers), answered from the standpoint of the PCPD's 2025 Deepfake Toolkit for Schools.
2. End the consent form with a "Please read this together with your child" section, with 3 guiding questions parents can ask their child.
3. Turn the teacher checklist into tickable Markdown checkboxes (- [ ]) for internal audits.
4. Add an "IMC (Incorporated Management Committee) briefing template" section, so the principal can give a 5-minute overview of the AI policy at the next IMC meeting.
5. Base the internal record-keeping guidelines on Data Protection Principle 4 (retention period) of the Personal Data (Privacy) Ordinance (PDPO).

Language: write the consent form in Traditional Chinese (Hong Kong formal written style) with a parallel English version; write the FAQ and everything else in English.

🔬 Sec Junior-Sec AI Module (10–14h, adopted 2024/25) ↗ ~15h saved

Junior-Sec AI Module full pack

9 lessons + 9 worksheets + 3 ethics cases + hands-on labs + assessment + CPD cert.

PROMPTICT panel heads

You are the ICT panel head at a Hong Kong secondary school, preparing a complete teaching pack for EDB's "Module on AI for Junior Secondary Level" for {year level} ({school type}), {hours} hours in total.

Students' prior knowledge: {prior knowledge} | School tools: {tools}

Please produce:
1. 9 lesson plans (one A4 page each), following EDB's suggested module structure (AI concepts → ethics → computer vision → speech & language → GenAI → school-based applications); each lesson includes: time allocation, learning objectives, teaching sequence, student activities, formative assessment.
2. 9 matching worksheets (Markdown), 5 questions each: 3 concept questions + 2 extension questions.
3. 3 ethics case studies (each under 120 words, set in Hong Kong), each with 4 discussion questions for students.
4. GenAI hands-on lab guide: 4 activities (bias detection, computer vision, speech recognition, text generation), each with a "teacher demo script" + "student try-it guide" + "teacher checklist".
5. Unit assessment paper: written section (30 marks) + practical section (20 marks, 4-level rubric).
6. A CPD attendance certificate template (PDF-ready, for teachers' own training records), listing 9 training outcomes.

Aligned with EDB's Module on AI for Junior Secondary Level (endorsed by the CDC Committee on Technology Education).
Language: English, using the standard technical terms (CNN, NLP, prompt, embedding, etc.).

You are the ICT panel head at a Hong Kong secondary school, preparing a complete teaching pack for EDB's "Module on AI for Junior Secondary Level" for {year level} ({school type}), {hours} hours in total.

Students' prior knowledge: {prior knowledge} | School tools: {tools}

Please produce:
1. 9 lesson plans + 9 worksheets + 3 ethics case studies + GenAI hands-on lab + unit assessment paper + CPD attendance certificate (same structure as the Basic version).

Pro extra requirements:
1. In each lesson's ethics section, add a link to the "relevant PCPD provisions" (the specific section of the Model AI Framework 2024 or the Deepfake Toolkit 2025).
2. For the GenAI hands-on lab, give 2 alternative tool options (e.g. if the school has no ChatGPT subscription, use Microsoft Copilot or Claude.ai).
3. Add 3 "cross-curricular suggestions": how the unit can be co-taught with Liberal Studies / Chinese / English / Biology.
4. Align the rubric for the practical section of the assessment with UNESCO's AI competency framework for students (4 dimensions).
5. At the end, add a "5-minute IMC briefing summary for the principal / panel head" — a one-page summary so teachers can explain the unit's student outcomes to the IMC.

Aligned with EDB's Module on AI for Junior Secondary Level.
Language: English, using the standard technical terms.

🔬 Sec EDBCM 227/2024 AI for Science ↗ ~6h saved

AI for Science · inquiry unit

Inquiry overview + lesson activities + data-analysis worksheet + rubric + cross-subject extensions.

PROMPTScience teachers

You are a secondary school science teacher in Hong Kong, designing an EDBCM 227/2024 "AI for Science" inquiry unit for {year level}. Topic: {topic}. Duration: {duration}.

Data source: {source}

Please produce:
1. Inquiry unit overview (5 stages: asking the question, forming a hypothesis, collecting / analysing data, drawing conclusions, ethical reflection), stating the students' specific tasks at each stage.
2. Lesson activity guide (35 minutes per lesson); for each lesson: timeline, teacher guidance, student activities, expected difficulties.
3. Student data-analysis worksheet (printable Markdown) — including step-by-step instructions for using the AI tool and 3 analysis tasks (basic / intermediate / extension).
4. Assessment rubric (process 50%, conclusions 30%, AI ethics reflection 20%) on a 4-level scale.
5. Cross-subject extension ideas: Chinese Language (a 200-character popular-science piece), English Language (rewrite the conclusions as an English press release), Liberal Studies (a debate motion on a policy controversy).

Align with EDBCM 227/2024.
Language: English (British spelling), using standard scientific terms (CO2, particulate matter, R², correlation, etc.).

You are a secondary school science teacher in Hong Kong, designing an EDBCM 227/2024 "AI for Science" inquiry unit for {year level}. Topic: {topic}. Duration: {duration}.

Data source: {source}

Please produce:
Items 1-5 as in the Basic version (inquiry unit overview / lesson activities / worksheet / assessment rubric / cross-subject extensions).

Pro extra requirements:
1. Add an "External resources" list: 3 local open datasets (HK Observatory, EPD, DATA.GOV.HK), with URLs.
2. Give 2 alternative sets of steps for using the AI tools: basic (Excel + ChatGPT Data Analyst) / advanced (Python in Browser + Claude.ai).
3. Add 3 reflection questions to the "AI ethics reflection" section: bias of training data, prediction confidence, when not to trust AI.
4. Map the assessment rubric to the 4 dimensions of UNESCO's AI Competency Framework for Students.
5. At the end, add a "Teacher's backup plan": if the school network is slow or a tool goes offline, provide 1 unplugged, paper-based version of the inquiry activity that meets the same learning objectives for this unit.

Align with EDBCM 227/2024.
Language: English (British spelling), using standard scientific terms.

🏛 Leadership EDBCM 221/2025 · HK$500K grant ↗ ~8h saved

EDBCM 221/2025 funding-application drafter

School profile + 3 use cases → 7-section application + 90-day pilot framework + budget + teacher onboarding + risk mitigation. HK$500K per school, highest urgency.

📅 Deadline: 28 Feb 2026 (per info.gov.hk press release dated 16 Dec 2025). Always confirm against the official EDBCM 221/2025 PDF before submitting.

PROMPTFocus · most time-sensitive

You are a school-based AI consultant at ZtoA Group, helping {school name} ({school type}) write a draft application for the EDBCM 221/2025 "AI for Empowering Learning and Teaching Funding Programme". Funding ceiling: HK$500,000; pilot school year: {school year}.

School use cases:
1. {use case 1}
2. {use case 2}
3. {use case 3}

Subjects involved: {list of subjects} (must be ≥ 3 subjects / Key Learning Areas)

Please produce:
1. A draft application covering the 7 sections of the EDB template:
   (a) School information and summary
   (b) Analysis of the school's pain points (link to the findings of a ZtoA school-based AI diagnostic, if any)
   (c) Coverage of 3+ subjects (one paragraph per subject, stating how the AI tools fit in)
   (d) Expected outcomes (quantified KPIs, e.g. teachers save X hours a week / Y% of students complete self-assessment)
   (e) Budget allocation (HK$500K breakdown)
   (f) Teacher professional development plan
   (g) Sustainability after the funding ends

2. A 90-day pilot framework (Gantt-style Markdown table, Weeks 1–13), with 5 milestone KPIs.

3. Suggested budget allocation (adjust the HK$500K using these reference ratios: hardware & software 50% / teacher PD 25% / school-based content development 15% / evaluation & record-keeping 10%).

4. Teacher onboarding roadmap: Awareness (Weeks 1–2) / Hands-on (Weeks 3–5) / Application (Weeks 6–9) / Extension (Weeks 10–13), with the PD hours for each stage.

5. Sustainability statement (under 90 words): how the school will keep the work going after the funding ends.

6. Risks and mitigation (3-row table): PCPD compliance / teacher acceptance / technical failure, with 1 mitigation measure per row.

Language: formal written English, using EDB's usual terms ("school-based", "Key Learning Areas", "sustainability").
Tone: prudent and measurable; no overclaiming.

You are a school-based AI consultant at ZtoA Group, helping {school name} ({school type}) write a draft application for the EDBCM 221/2025 "AI for Empowering Learning and Teaching Funding Programme". Funding ceiling: HK$500,000; pilot school year: {school year}.

School use cases:
1. {use case 1}
2. {use case 2}
3. {use case 3}

Subjects involved: {list of subjects} (must be ≥ 3 subjects / Key Learning Areas)

Please produce (the same 6 parts as the Basic version + the Pro enhancements below):

1. Draft application (the 7 sections of the EDB template)
2. 90-day pilot framework (Gantt-style Markdown table, Weeks 1–13, with 5 milestone KPIs)
3. Suggested budget allocation (HK$500K breakdown)
4. Teacher onboarding roadmap (4 stages, PD hours per stage)
5. Sustainability statement
6. Risk and mitigation table

Pro extra requirements:
1. The pain-point analysis must cite at least 1 recent, verifiable figure from a Hong Kong education survey (e.g. OHKF / HKCSS / an annex to an EDB circular — first check the latest publication date and any sample skew, then supplement it with the school's own diagnosis).
2. Link the PD plan to an AI-in-teaching module from a recognised university (name the specific university / institution based on the school's actual partnerships; if there is none, write "school-based PD + industry-recognised training provider").
3. For each stage of the teacher onboarding roadmap, include a link to 1 specific prompt from the ZtoA Prompt Lab.
4. Add a "school-based AI governance" paragraph to the sustainability statement, citing the PCPD Model AI Framework 2024 + the "Principal's Three-Set".
5. End with "5 common questions from EDB assessors + suggested school responses" — prepare in advance for questions you are likely to be pressed on (e.g. "How will you stop students over-relying on AI?", "Privacy risk assessment", "Where will teachers' time come from?").

Language: formal written English; EDB's usual terms; tone prudent and measurable, no overclaiming.

🏛 Leadership PCPD Model AI Framework + Deepfake Toolkit ↗ ~6h drafting

School AI-use policy + staff guidelines

Draft a school AI policy: tiered rules, privacy, integrity, rollout roadmap, staffroom poster.

PROMPTEarly trial · feedback welcome ↗

You are an education consultant who helps Hong Kong primary and secondary schools develop AI policies, familiar with the Education Bureau's (EDB) direction on AI and with student privacy and academic integrity issues. Please draft a "School AI Use Policy Framework" together with "Practical Guidelines for Teachers" for my school, as a first draft for internal discussion and revision.

[Fill in first]
- School type: [primary / secondary / through-train]
- Current situation: [e.g. a few teachers use ChatGPT on their own; no school-wide guidelines yet]
- Main risks of concern: [e.g. student privacy, plagiarism, over-reliance, teacher workload]
- Goals: [e.g. bring AI into learning and teaching safely and sustainably]

Please produce (with clear sections and tables):
1. Policy purpose and principles: 3–5 principles, e.g. people-centred, teachers' professional judgement first, privacy protected, nurturing thinking rather than replacing it.
2. Tiered usage rules: a table setting out, for each of three groups — "teachers", "students (by key stage)" and "administration" — what they can do / should do with caution / must not do.
3. Student data and privacy: state which data must never be entered into AI tools, and how to handle content that contains students' personal data.
4. Academic integrity: draw the line between "reasonable use of AI assistance" and "plagiarism", and provide an "AI use declaration" template that can be used in class.
5. Practical guidelines for teachers: 5 high-value, low-risk everyday use cases, each with a one-line "safe-use reminder".
6. Rollout roadmap: a suggested timeline in three phases (pilot → training → whole school), with success indicators.
7. One-page summary: text for an "AI Use Do's & Don'ts" poster to put up in the staffroom.

Requirements: English (Hong Kong school context); balanced and practical; stress that "teachers' professional judgement comes first; AI plays a supporting role"; no placeholders.

You are a senior education consultant who knows Hong Kong primary and secondary school governance and the compliance requirements of the Education Bureau (EDB) inside out, and who specialises in helping schools with digital transformation and turning AI into workable policy. Please prepare a professional, practical and compliant first draft of a "School-based Generative AI (GenAI) Use Policy Framework and Practical Guidelines for Teachers" for my school, for discussion by the Incorporated Management Committee (IMC) and at academic affairs meetings.

[Enter your school's background first]
- School type: [e.g. aided primary / DSS secondary / English-medium secondary (EMI)]
- Current situation: [e.g. some subject teachers use AI for lesson prep on their own, but there are no unified guidelines or integrity rules for students]
- Main risk concerns: [e.g. student privacy leaks, copied homework, weak information literacy, teachers anxious about or resistant to the technology]
- Vision: [e.g. a safe, AI-friendly campus that lightens teachers' admin load and makes students more effective self-directed learners]

Please produce a rigorously structured policy document that follows Hong Kong school administrative conventions:

1. Policy vision and three core principles (teachers' professional judgement first; people-centred; protecting data privacy and ethics; promoting academic integrity)
2. School AI-use matrix (tiered permissions): teachers / administrative staff / students at each key stage × 4 scenarios, clearly marking: free to use / use with care under teacher guidance / strictly prohibited
3. Personal data (privacy) protection and compliance rules: benchmarked against the Personal Data (Privacy) Ordinance (Cap. 486), listing concrete "personal data safeguards" + de-identification techniques
4. Academic integrity and AI citation rules + a bilingual (Chinese and English) template for the student AI-use declaration form
5. High-value AI use cases for teachers: 5 scenarios, each with a one-line "safety reminder"
6. School rollout roadmap: 3 phases tied to the school's administrative calendar (panel heads' meetings, Staff Development Days (T-Days), parent briefings, filing with the IMC)
7. One-page staffroom poster: AI Use Do's & Don'ts

Generation rules:
1. Write in English throughout (the student declaration template is the only bilingual item), using Hong Kong education and school-administration terms: IMC, Academic Affairs Committee, panel heads, EDB inspection, School-based Assessment (SBA), lesson study, etc.
2. Keep the stance balanced: embrace technology to lighten teachers' workload, while stressing that "AI can never replace genuine interaction between teachers and students, or professional judgement".

🌱 KG 📚 P Dept of Health FHS · To Nurture or To Pressure ↗ ~5 min

K3 health-first readiness checklist

Daily activity ideas tuned to your K3 child's real developmental stage — 5 areas × 3 items, strictly non-cramming.

PROMPT👨‍👩‍👧 Parents

You are an experienced Hong Kong Primary 1 class teacher who recently took part in an EdUHK workshop on the transition to primary school. I'm a K3 parent (my child is {age}) and I'm a little nervous about getting ready for P1.

Using the five areas below, give me a "healthy readiness checklist" — that is, ideas for small everyday activities that match what my child can genuinely do developmentally at this age, 3 items per area, each no more than 18 words. **Please avoid any pushy, hothousing-style suggestions** (e.g. how many exercises to do each day, how many sight words to know, which tutoring to sign up for…).

The five areas:
1. Self-care (dressing / toileting / tidying up)
2. Listening and speaking (multi-step instructions / storytelling)
3. Words and numbers (natural exposure, not drilling)
4. Social and emotional (getting along with other children)
5. The parent's own preparation (emotions / managing expectations)

To finish, remind me with one question: "What is my child best at right now?" — to help me look again at the ways my child shines.

Language: English (British spelling, Hong Kong context); warm and encouraging. Emoji are fine, but don't overdo them.

You are an experienced Hong Kong Primary 1 class teacher who recently took part in an EdUHK workshop on the transition to primary school. I'm a K3 parent (my child is {age}) and I'm a little nervous about getting ready for P1.

Using the five areas below, give me a "healthy readiness checklist" — ideas for small everyday activities that match what a child of this age can genuinely do developmentally, 3 items per area, each no more than 18 words. **Strictly no pushy, hothousing-style suggestions.**

The five areas:
1. Self-care (dressing / toileting / tidying up)
2. Listening and speaking (multi-step instructions / storytelling)
3. Words and numbers (natural exposure, not drilling)
4. Social and emotional (getting along with other children)
5. The parent's own preparation (emotions / managing expectations)

Pro extra requirements:
1. For each area, add a tip on "if I'm already pushing my child, how can I ease off?"
2. Quote one line from the Department of Health Family Health Service (FHS) developmental milestones for ages 5–6 as supporting evidence (https://www.fhs.gov.hk/english/health_info/child/14821.html).
3. End with "one family game" — 30 minutes or less, played by the whole family together, covering three or more developmental elements, with no special materials needed.
4. Warning note: if parents notice any of these signs in their child (persistent tantrums, refusing to go to school, trouble sleeping, eating less), they should seek professional advice (a social worker / an educational psychologist) — EdUHK research on the kindergarten-to-primary transition shows that a sizeable proportion of K3 children react anxiously to moving up to primary school.
5. Close with one more line — "a tip for myself as a parent" — reminding parents: your emotions affect your child more deeply than anything, so remember to look after yourself first.

Language: English (British spelling, Hong Kong context); warm and encouraging. **Completely avoid pushy phrases like "winning at the starting line", "Band 1 above all" or "at this age they must know…".**

🌱 KG 📚 P 🔬 S Dept of Health FHS · Parenting guide ↗ ~5 min

Parent emotional first-aid kit

5-min first-aid after stress hits: validate, breathe, reframe, repair, mantra — companionship, not lecture.

PROMPT👨‍👩‍👧 Parents

I'm a parent in Hong Kong and my child is currently in {year level}. I've just started feeling anxious because {stressful event — e.g. another family's portfolio is thicker than ours / a friend's child is signed up for 5 interest classes / my child's interview didn't go as hoped / the Central Allocation result wasn't a school we wanted}.

Please act as an understanding, experienced parenting counsellor (familiar with research on the kindergarten-to-primary transition) and give me a 5-minute emotional first-aid kit:
1. Step 1: Tell me my feelings are valid (every Hong Kong parent goes through this)
2. Step 2: 3 practical "breathe and calm down" exercises (the kind I can do in the bathroom)
3. Step 3: 1 simple reframe (use objective data to show me this anxiety is normal) — e.g. an EdUHK study found that 84.9% of the K3 parents surveyed saw their child's learning progress as their biggest source of stress — in other words, this anxiety is the norm among Hong Kong parents and I'm not alone (when you cite it, keep exactly this framing; don't rewrite it as an "anxiety rate")
4. Step 4: 3 small things I can do with my child **tonight** (to repair our connection, not to add pressure)
5. Step 5: 1 mantra I can say to myself

At the end, leave a blank space for me headed "The one thing I'm most grateful for right now" (I'll fill it in myself), to help me switch from anxiety mode to gratitude mode.

Language: British English — warm, on an equal footing, no preaching (this is companionship, not a lecture).

I'm a parent in Hong Kong and my child is currently in {year level}. I've just started feeling anxious because {stressful event}.

Please act as an understanding parenting counsellor and give me a 5-minute emotional first-aid kit (the same 5 steps as the Basic version).

Additional Pro requirements:
1. For the breathing exercises in Step 2, use both 4-7-8 breathing and box breathing, and describe each step in words.
2. In Step 3, cite a specific study: the EdUHK 2021 study on the K-P transition (sample of 825 K3 parents · >90% reported stress; 84.9% named their child's learning progress as the top cause) — and remind the parent: "Pressure is contagious. When I calm down first, my child can calm down too."
3. Step 4, "small things to do with my child tonight", must include: (a) one unconditional compliment (praise effort, not results), (b) 15 minutes of non-academic chit-chat, (c) some physical contact / a hug.
4. Warning signs: if in the past 2 weeks the parent has had any one of "insomnia / angry crying over the child's homework / losing their temper with their partner over the child's studies / persistent anxiety" ≥ 4 times, recommend seeking professional help. Verified 24/7 hotlines to call right away: 18111 (Government Mental Health Support Hotline) / 2389 2222 (The Samaritan Befrienders Hong Kong, Chinese line) / 18288 (Caritas Family Crisis Support Centre). Hotlines last verified on 5 June 2026; re-check them yourself every quarter.

Language: British English — warm, on an equal footing. **Completely avoid feel-good clichés; don't talk about "success", "the future" or "winning at the starting line"**. Use present-focused words ("right now", "this moment", "tonight").

🌱 KG EDB POA "no academic tests" rule ↗ 4-wk plan

K3 interview prep · daily-conversation plan

4-week daily conversations that build 5 interview-relevant skills without rote rehearsal.

PROMPT👨‍👩‍👧 Parents

My child is in K3 this year and will be interviewing at {1–3 preferred primary schools}. I've seen people online constantly drilling "question bank" items like "sort these 3 animals", but I find that too mechanical, and it makes children nervous.

Please give me a 4-week plan of everyday conversations that works the following 5 skills into our talk at home (**don't have my child memorise answers — practise expression only**):
1. Describing everyday experiences (what they ate, what they saw)
2. Recognising emotions (happy / angry / scared / disappointed)
3. Cause-and-effect reasoning (why / because)
4. Empathy (what to do if a classmate falls over)
5. Introducing themselves (5 sentences about their interests)

For each week, give me: 3 settings (breakfast / the walk home from school / after dinner), with 2 open-ended questions for each setting; plus 1 "parent reminder" — don't steer my child towards the "good-kid answer"; encourage them to express themselves in their own way.

To finish: give me a list of "5 things I'll do the night before the interview" (the point is building confidence, not memorising questions).

Language: English; warm and encouraging. Avoid exam-style words ("good answer", "score", "success") — use phrases like "expressive", "I can hear what they're thinking" and "natural" instead.

My child is in K3 this year and will be interviewing at {1–3 preferred primary schools}. I find drilling practice questions too mechanical — it makes children nervous.

Please give me a 4-week plan of everyday conversations (5 skills, 3 settings × 2 open-ended questions per week, parent reminders — same as the Basic version).

Pro extra requirements:
1. Label each open-ended question with which of the 5 skills it practises.
2. For each skill, list 1 "warning sign" — and how to handle it if my child keeps avoiding it.
3. In week 3, add a "5-minute mock interview at home" — a simple setup where the point is for me to model a relaxed, supportive tone; it is not a test.
4. Reminder: under EDB's POA rules, Discretionary Places interviews must never test academic subjects — the focus is everyday experience and expression. **For each school's actual interview format, go by that school's official announcements; don't blindly trust online "question banks".**
5. End with a follow-up conversation framework for "if the interview result isn't what we hoped" — showing parents how to tell their child "the result has nothing to do with your worth".

Language: English; warm and encouraging; avoid exam-style words. **Don't use "success", "future" or "elite"** — use present-focused language.

📚 P 🔬 S EDB SSPA System ↗ ~30 min

SSPA decoder + healthy application strategy

3-track comparison, Banding reality, 6 child-fit questions, worst-case dialogue scripts, parental self-check.

PROMPT👨‍👩‍👧 Parents

My child is in P5/P6 this year and we're preparing for Secondary School Places Allocation (SSPA). I'm feeling a bit lost right now: I have to think about three tracks at once — Discretionary Places / Central Allocation / DSS — plus Banding, and friends keep telling me "no Band 1, no future".

Please give me a "calm analysis framework" so I don't make impulsive decisions:
1. **A simple comparison table of the 3 tracks**: Discretionary Places (30%) / Central Allocation (70%) / DSS schools' independent admissions — for each track, explain: how it works, the rough timeline, what parents need to do, and the consequences of accepting an offer.
2. **What Banding really means**: what Banding does and doesn't predict. Refer to how the EDB system works, and don't mythologise Band 1.
3. **"6 questions for a healthy school choice"** — not about school names, but about fit: What is my child's learning style? What does my child value most? How will our family handle the commute? Do I (as the parent) agree with this school's ethos? What are its graduates doing now (look 5–10 years on)? How does the school handle academic pressure?
4. **Plans for 3 worst-case scenarios**: (a) neither of our two Discretionary Places choices succeeds; (b) Central Allocation gives us a school outside our first three choices; (c) a DSS offer clashes with SSPA and we have to choose. For each case, give me a short "script for talking with my child" — not consolation, but affirmation.
5. **Reminders for me as a parent**: the 3 emotional traps I'm most likely to fall into during this period (comparing with friends, criticising my child for not trying hard enough, criticising my partner for not being involved enough) — how to notice them + how to respond.

Language: English (British spelling, Hong Kong context); sound like a trusted parent who has been through it, not a salesperson. Completely avoid framings like "winning at the starting line" or "only a top school leads to…".

⚠️ **Data update note**: please check the latest SSPA cycle timeline and the latest 2025/26 status of the Pre-S1 assessment (EDB may adjust them); the school's / EDB's official announcements take precedence.

My child is in P5/P6 this year and we're preparing for SSPA. Please give me a "calm analysis framework" (the same 5 parts as the Basic version).

Pro extra requirements:
1. Cite details from EDB's official SSPA page (I will confirm the latest cycle's timeline myself before sharing it publicly).
2. Write the 6 school-choice questions in "my child's voice" (i.e. if possible, invite my child — if in P6 — to fill them in with me, rather than the parent deciding alone).
3. Add a section on "boundaries with other parents": how to keep a healthy distance from the opinions of "neighbour parents", "parents among our relatives" and "online parent groups", and not be swayed by them.
4. The worst-case dialogue scripts must: (a) not say "Never mind, there's always next time" (this actually sounds dismissive) — use "How are you feeling right now? I'm listening." instead; (b) not say "It's because you didn't try hard enough"; (c) have the parent share their own feelings honestly first (model emotional honesty).
5. End with a short section on "How will I see today's decision two years from now?" — reminding parents to zoom out: a 14-year-old's life has barely begun.

Language: English (British spelling, Hong Kong context); sound like a trusted parent who has been through it. **Completely avoid "winning at the starting line", "Band 1 above all" and "a top school guarantees success".**

⚠️ **Data update note**: please check the latest SSPA cycle timeline and the latest 2025/26 status of the Pre-S1 assessment; EDB's official announcements take precedence.

📚 P 🔬 S HKET: stop hothousing kids · Stipek research ↗ 5 scripts

Self-worth-over-prestige dialogue scripts

5 dialogue scripts for hard moments — never dismissive, present-focused, validates emotion first.

PROMPT👨‍👩‍👧 Parents

My child is in {P6 / S1 / S2}. Recently, because of {school allocation results / a classmate getting into a top school / weaker grades}, they've started doubting themselves: "I'm useless." I want to learn how to have this kind of conversation with them, without dismissive replies like "It doesn't matter" or "Just try again next time".

Please give me 5 conversation scripts:
1. The night the school allocation results come out — my child is angry and in tears
2. The first week of school — my child comes home saying "My classmates are all the really smart ones"
3. Mid-term results are worse than expected — my child shuts themselves in their room
4. My child compares themselves with their younger cousins (who go to top schools)
5. My child asks, "Why am I so much worse than everyone else?"

Format for each script:
- What my child says (typical)
- The mistake parents most easily make (dismissing / rushing to fix it / lecturing)
- The parent's "golden response" — within three sentences: (a) acknowledge the feeling, (b) invite them to keep talking, (c) share the parent's own feelings
- The "follow-up" 30 seconds later (sit with the silence for a while; don't rush to a happy ending)

Language: English (British spelling, Hong Kong context); conversational — it should sound like a real mum or dad talking. Avoid "chicken soup for the soul" clichés. Never use future-focused words such as "top school", "banding", "success" or "the future" — use present-focused language instead ("right now", "this moment", "tonight").

My child is in {P6 / S1 / S2} and has been doubting themselves lately. Please give me 5 conversation scripts (the same 5 scenarios as the Basic version, each in the 4-part format).

Pro extra requirements:
1. After scenario 1, add: if my child refuses to talk at all, give 3 ways of "just being there" physically (sitting together watching YouTube / a late-night snack together / doing the washing-up together) — citing child psychology research on "co-regulation".
2. After the "golden response", add for each scenario "1 thing the parent should do over the next week" — to rebuild the relationship step by step.
3. Add a "parent self-check" list — Over the past 3 months, have I talked about schoolwork every time I saw my child? That in itself sends a message.
4. For scenario 5 ("Why am I so much worse than everyone else?") — teach parents to tell apart (a) self-doubt vs (b) genuine difficulties vs (c) a mismatch in learning style; each needs a different response.
5. End with a fill-in "promise to myself" form for parents: 3 things I'll do less of during this time / 3 things I'll do more of.

Language: English (British spelling, Hong Kong context); conversational. **Avoid "chicken soup" clichés; never use "top school", "banding", "success" or "the future"** — use present-focused language.

🌱 KG 📚 P EdUHK 2021 K-P transition + SCMP on early academic pressure ↗ ~30 min

Extracurriculars vs tutoring · audit framework

4 child-side + 4 parent-side test questions, keep/cut principles, conversation script with the kid.

PROMPT👨‍👩‍👧 Parents

My child is in {year level} and currently has these every week: {list of current interest classes / tutoring}. It feels like a bit too much, but I'm afraid that cutting anything will make my child "fall behind".

Please give me a "30-minute audit framework":
1. **4 test questions for each activity**:
   (a) How much does my child enjoy it (1-5)? — ask my child, not me
   (b) Will the skill being learnt still be useful in 5 years? (critical thinking / self-expression / physical fitness / creativity / purely exam-oriented)
   (c) Does my child get a sense of achievement from it? (do they share it with me unprompted, or just get it done passively?)
   (d) Is this skill right for my child's age now? (for pre-school children, refer to the developmental milestones of the Department of Health's Family Health Service; for primary pupils, go by the developmental needs of school-age children described by the Department of Health's Student Health Service — if unsure, answer with common sense: at this age children need free play, time with friends and enough sleep)
2. **4 test questions for me**:
   (a) My real reason for sending my child to this class (they like it / I'm anxious / our friends all send their kids / no other choice)
   (b) How would I feel if we dropped this class?
   (c) What would I use that time for instead? (warning: if it's for more homework, that's not healthy)
   (d) How will I see today's decision a year from now?
3. **3 principles for what to keep / 4 principles for what to try cutting** (in order of priority)
4. **A script for talking with my child about "cutting one activity"** — key point: don't let them feel "I wasn't good enough, so it got cut"; frame it as "let's pick your favourites together" instead

To finish: list 3 "free / low-cost family activities" that could replace some of the class time — e.g. the library, orienteering in the park, cooking together.

Language: British English. Be empathetic, and don't judge any parent's current choices.

My child is in {year level} and currently has these every week: {list of current interest classes / tutoring}. Please give me a "30-minute audit framework" (the same 4 parts as the Basic version + free alternative activities).

Additional Pro requirements:
1. For test question (b) in Part 1, "Will it still be useful in 5 years?" — add guidance: what matters in 5 years is mostly transferable skills (critical thinking / communication / resilience / creativity), not specific syllabus knowledge.
2. For (a) in Part 2, "I'm anxious" — if the parent honestly picks this, cite the EdUHK 2021 figure of 84.9% of parents in the same position feeling this anxiety, and remind them: "My anxiety shouldn't be transferred onto my child's schedule."
3. Add a "family time budget" table — how many hours a week does my child get for unstructured play / family time / sleep? These three are non-negotiables for child development; suggest referring to the American Academy of Pediatrics guidelines (**⚠️ check the latest version yourself before use**).
4. End with a "5-minute conversation agenda for me and my partner" — important decisions shouldn't be made by one parent alone.

Language: British English. Be empathetic, and don't judge any parent's current choices. **Avoid "winning at the starting line" and "pushing is love" framings**.

🌱 KG 📚 P 🔬 S PCPD AI framework (adapted for parents) ↗ 1 meal-time

5 family conversation starters about AI

5 natural settings + open prompts + likely child responses + what NOT to do. Mutual exploration, not lecture.

PROMPT👨‍👩‍👧 Parents

I'm a parent, and my child is in {K2 / K3 / P3-P6 / S1-S3} this year. I've heard their school is starting to use AI (or friends' families are using ChatGPT for homework). I don't know much about AI myself, and I'm worried my child will pick up bad habits — but I don't want to ban it completely either.

Please give me "5 conversation starters" — **not teaching, not interrogating**, but conversations where we explore together. Each one should include:
1. A setting (e.g. washing up / having a meal / going for a walk — something natural, not a formal sit-down lecture)
2. The opening question (open-ended, no right/wrong answer)
3. 3 ways my child might respond + the parent's follow-up questions
4. What the parent should NOT do (panic / criticise / rush to correct)

The 5 starters should cover these themes:
1. "How much do you think AI knows?" — exploring the limits of what it can do
2. "If you ask AI something and it just tells you what you want to hear, what then?" — understanding bias / sycophancy
3. "What's something AI will never be able to do?" — encouraging thinking about what's uniquely human
4. "If you did your homework with AI and your teacher asked about your process, what would you say?" — a subtle way to frame academic integrity
5. "How do you think AI will affect the thing you love most right now?" — makes it personal, sparks creativity

Language: everyday conversational English — like family chatting, not like a syllabus.

I'm a parent, and my child is in {K2 / K3 / P3-P6 / S1-S3} this year. Please give me "5 conversation starters" (same 5 themes as the Basic version).

Pro extra requirements:
1. Write different versions of the questions for each stage (K / Primary / Secondary) — K examples should be concrete ("If you ask AI why the sky is blue, can it answer?"); secondary ones can be abstract ("Some kids in my class use AI to write their essays — what if the teacher finds out?").
2. Include 1-2 points from the PCPD's data-protection principles for children / young people, voiced by the parent (not a lecture, but sharing "here's something I learnt").
3. Framing for no. 4 (academic integrity): avoid the word "cheating"; use a "what did you learn" frame instead — "After using AI, what did you learn yourself?"
4. End with 3 five-minute mini-tasks for "parents trying AI themselves" — reminding parents: only once you've tried it hands-on yourself can you talk about it with conviction.

Language: conversational English. **Avoid lecturing frames such as "marks", "scores" or "your future".**

🌱 KG 📚 P 🔬 S PCPD Model AI Framework 2024 (for parents) ↗ 1 family mtg

5 family rules for using AI at home

5 family rules (privacy / integrity / balance / slow-think / human-first) + parent-side 3 (model the rules).

PROMPT👨‍👩‍👧 Parents

My child's age group is {KG / primary / secondary}, and they have recently started using AI (or keep asking me about it). I want to set 5 small house rules together with my child, but I don't want them to: (a) feel too much like a lecture, (b) be abandoned within a year, or (c) not suit my child's age.

Please give me an "age-graded family AI rules starter pack":

**5 core rules** (each ≤ 12 words, easy for a child to remember):
1. Privacy: don't type in personal details / our home address / family members' real names
2. Integrity: if AI helped with homework, be able to explain "my process" to the teacher
3. Balance: AI + screen time ≤ 1 hr a day in total (adjust by age)
4. Slow thinking: think for 30 seconds before asking AI — don't jump straight in
5. People first: if something upsets you, go to family first, not AI

For each rule:
- Why it matters (explained in my child's own language)
- 1 small ritual our whole family can do (e.g. at dinner, everyone shares one thing they learnt from asking AI today)
- How a parent responds if the rule is broken: not punishment, but a fresh conversation

To finish: list "3 rules parents should keep themselves" — because children copy what we do more than they listen to what we say.

Language: British English — warm, doable, family-style; it shouldn't read like a company policy.

My child's age group is {KG / primary / secondary}. Please give me an "age-graded family AI rules starter pack" (5 core rules + a ritual for each + how to respond when a rule is broken + 3 rules for parents themselves).

Additional Pro requirements:
1. Fine-tune the wording and examples of the 5 rules separately for each of the 3 age groups (KG / primary / secondary).
2. Quote 1 recommendation for young people from the PCPD Deepfake Toolkit for Schools 2025 (rewritten for parents).
3. For rule 4, "Slow thinking", add a simple visual: a 30-second sand timer / alarm — the whole family tries it once.
4. The "3 rules for parents themselves" must be explicit: (a) I won't impatiently turn to AI in front of my child, (b) I'll share the things I get wrong, (c) I'll learn together with my child how to protect our data when using AI.
5. At the end, add a 5-minute family meeting agenda for "reviewing this list again in 3 months".

Language: British English — warm and doable. **It must not sound like a company policy; avoid corporate words such as "regulations" or "violations"**.

🌱 KG Department of Health ・ age 5-6 milestones ↗ ~10 min

KG Homework Thinking Coach · teach thinking, not outsourced answers

Turn daily K2/K3 worksheets into 10-min Socratic play. AI shows parents: what the question really tests, what concrete objects to use, and how to reveal the answer only AFTER the child reasoned through it. Not AI-doing-homework; AI-coaching-parents-to-coach-kids.

🌱 Companionship, not outsourcing — Kids won't always "get it right" — the conversation matters more than the answer. Play, not test.

PROMPT👨‍👩‍👧 Parent + child

You are an experienced K3 class teacher at a Hong Kong kindergarten, skilled at guiding parents and children to learn together. I'm the parent of a K2/K3 child. My child has the homework below today. I don't want to just tell them the answer — I want to spend about 10 minutes guiding them to work it out themselves.

[Homework details — please fill in]
- Child's age / class: {e.g. K2 / K3}
- Type of homework: {e.g. word cards, counting, matching game, patterns, simple stroke order, circling answers}
- Question / instructions: {describe the question in full}
- How my child is feeling right now: {resisting / interested / tired / doesn't know how / rushing to eat dinner}

Please give me a "10-minute side-by-side guide":

1. **One line for the parent** — what skill is this question really practising? (e.g. "This one practises 'sorting', not 'getting it right' — what matters is whether the child can tell 'same' from 'different'")

2. **30-second opener** — one warm opening line that turns "doing homework" into "playing a game". E.g. "Let's play with this picture together — can you see anything interesting?"

3. **3 guiding questions** — from concrete to abstract:
   • Question 1: ask the child to point at one thing in the question and describe what they see
   • Question 2: invite the child to compare or sort
   • Question 3: invite the child to predict or choose for themselves
   After each question, add 1 backup in case my child gets "stuck" (e.g. use raisins, erasers or toy cars we already have at home as concrete examples).

4. **3 ways to "reveal the answer"** — in every case the child "discovers" the answer themselves; the parent doesn't announce it:
   (a) Try it together — "Let's try it together and see if it works"
   (b) Flip it — "What if we look at it the other way round…"
   (c) Compare — "What's different between this one and that one?"

5. **Positive ending (whatever the result)** — one sentence that recognises the child's thinking process, not the result. E.g. "I saw you think for a while before you answered — that's called thinking, and it's a great thing to do."

6. **Parent reminder (one line)** — remind myself not to get impatient and not to fix on the answer in advance; if my child is still stuck after 5 minutes, don't push — say "Let's play this again tomorrow" and put it away.

Language: English — warm, conversational, no lecturing. **Completely avoid evaluative words such as "marks", "right / wrong" or "good / naughty"**; use process-focused phrases such as "I noticed…", "I heard…", "What did you come up with?" instead.

⚠️ K2/K3 children can usually concentrate for 10-15 minutes at most — stop once you reach that. The sky won't fall if the homework isn't finished.

You are an experienced K3 class teacher at a Hong Kong kindergarten who has run parent–child learning workshops for many years. I'm the parent of a K2/K3 child. My child has the homework below today, and I want to spend 10 minutes guiding them to think it through themselves — rather than telling them the answer.

[Homework details]
- Child's age / class / attention level (tired / alert / resisting)
- Type of homework / full description of the question
- How my child has reacted to this kind of homework over the past week

Please follow the 6 parts of the Basic version (one line for the parent / 30-second opener / 3 guiding questions / 3 ways to reveal the answer / positive ending / parent reminder).

Pro extra requirements:

1. **One line for the parent**: add which of the 6 KGECG learning areas this question relates to (e.g. "This relates to the 'sorting' concept in 'Early Childhood Mathematics' — it isn't about reciting numbers"); remind the parent that at this stage what matters is the "process", not "right or wrong".

2. **30-second opener**: give 3 variations — (a) action-based ("Let's stand up and do it"), (b) story-based ("This picture is like a little story…"), (c) comparison-based ("Which one is your favourite?") — so the parent can choose one to suit the child's mood at that moment.

3. **3 guiding questions**: for each one, add a one-line response script for "what to do if my child instantly gives a wrong answer" (to avoid the awkward moment when the parent rushes to "correct" them).

4. **3 ways to reveal the answer**: add "how the parent can reframe it if the child still doesn't get it in the end" — not "See, you don't know it", but "Let's try again tomorrow — the X part you worked out just now was already great".

5. **Positive ending**: give 5 practical "praise the process" sentences the parent can choose from (avoid empty praise like "clever boy" / "clever girl").

6. **Parent reminder**: add a short paragraph: how I feel right now (tired / anxious / happy) directly affects my child's learning. If I'm about to lose my temper, it's not the end of the world to skip homework today — doing it 10 minutes earlier tomorrow is fine.

7. **"1 family game that extends this question"** — a 5-minute activity using things we already have at home, to reinforce today's concept and to play again another day.

Language: English — warm, conversational, process-focused. **Avoid fixed-mindset words such as "good / naughty", "right / wrong", "clever / stupid"**; use growth-mindset phrases such as "I saw you thinking about…", "You tried X different ways just now", "You discovered…".
Refer to the Department of Health's developmental milestones for ages 5-6: expressing themselves, following multi-step instructions, natural exposure to words and numbers (not drilling).

📚 P EDB Information Literacy Framework 2024 ↗ ~15 min

Primary Homework Thinking Coach · 4 subjects × 6-question ladder → reveal at end

Works for Chinese / English / Maths / General Studies. AI does NOT give the answer first — it dissects what's being tested, designs 6 escalating questions, gives "stuck" backups for each, then reveals the answer with a similar follow-up question. Replaces an HK$300-800/hr tutor for the parent.

🌱 Coach, not crutch — Best: kid reasons through it. OK: kid struggles, parent unveils together, lesson learned. Bad: parent gives answer, kid copies, forgets next week.

PROMPT👨‍👩‍👧 Parents / class teachers

You are a Hong Kong primary school class teacher with 15 years' experience, skilled in Socratic dialogue as a teaching method. I'm a parent and my child is doing homework. I don't want to just tell them the answer — I want to spend about 15 minutes guiding them to work it out themselves. If they really can't get there in the end, I still want them to understand why, rather than copy the answer.

[Homework details — please fill in]
- Child's level: {P1-P3 / P4-P6}
- Subject: {Chinese / English / Maths / General Studies}
- Question (paste it in full, including a description of any pictures): {description}
- My child's first attempt (if any): {description}
- My child's current state: {interested / tired / stuck / in a hurry for dinner / already tried and can't do it}

Please produce a "15-minute coaching guide" (**do not give the answer at the start**):

1. **One line for the parent** — what ability is this question really testing? Tell apart "this is a knowledge question (needs remembering)" vs "this is a thinking question (needs reasoning)" vs "this is a skills question (needs practice)".

2. **30-second opener** — one inviting opening line: "Let's have a look at this question together…" (avoid lines like "This one's easy!" or "You've been taught this before" that put the child under more pressure).

3. **6-question ladder** — from concrete to abstract, one question per step:
   • Q1: invite the child to "point to / read / describe" the question (observing)
   • Q2: invite the child to say "what the question wants me to do" (understanding)
   • Q3: invite the child to "have a go first" (trying)
   • Q4: invite the child to explain "why did you think of this method?" (metacognition)
   • Q5: invite the child to consider "is there another way to try?" (exploring)
   • Q6: invite the child to decide "which method works best?" (evaluating)

   Give each question a "rescue line if they're stuck" (1–2 sentences): e.g. use a concrete example or a simpler related question, or invite the child to put their confusion into words ("Which step are you not sure about right now?").

4. **Framing the final reveal** — not "The answer is X", but:
   (a) Child worked it out → "You figured it out yourself — that was some really great thinking."
   (b) Child thought it through for a while, then got stuck → "Let's reveal it together: the answer is X. **And the [part Y] you worked out just now was already heading the right way.**"
   (c) Child couldn't get it at all → "This one really is hard. Let me walk you through the thinking once: [steps 1-2-3]. Does that make sense?"
   In every case, hold space for the child's process — as you reveal the answer, clearly affirm the parts the child had already worked out.

5. **1 similar follow-up question** — let the child try one more similar question using the thinking method learned today (with the answer ready for the parent to check against). If the child is already tired today, save it for tomorrow.

6. **Self-care reminder for the parent** — 1 sentence: this process matters more than getting it right; if you've already hit your limit tonight, don't force it — just say "Let's start 15 minutes earlier tomorrow."

Language: English; conversational, growth-mindset. **Avoid lines like "This one's easy", "Why did you get it wrong?" or "I've taught you this before" that make children more anxious.** Aligned with the core of EDB's Information Literacy Framework 2024: students should know how to "ask questions", "verify" and "reflect".

⚠️ 15 minutes is the limit. If your child is still stuck after 15 minutes, don't drag it out — write a short note to the teacher: "[Child's name] and I tried X approaches on this question and still don't understand it — could you please help break it down?" Teachers usually appreciate a parent's honesty, and it may help them adjust the pace of teaching.

You are a Hong Kong primary school class teacher with 15 years' experience who has run parent-child learning programmes for many years and specialises in Socratic dialogue. I'm a parent (or a class teacher designing home-school learning materials); my child is doing homework, and the goal is to guide them to think it through themselves within 15 minutes — not to outsource the answer to AI.

[Homework details]
- Child's level / subject (Chinese / English / Maths / General Studies) / full description of the question
- Child's first attempt / how they have responded to this type of question over the past month
- Child's current state

Please follow the 6 parts of the Basic version (one line for the parent / opener / 6-question ladder / 3 ways to reveal the answer / follow-up question / self-care).

Pro extra requirements:

1. **One line for the parent** — add subject-specific framing:
   • Chinese: tell apart "this practises memory (characters and words)" vs "comprehension (reading)" vs "expression (writing)"
   • English: tell apart "vocab recall" vs "grammar pattern" vs "reading comprehension" vs "creative output"
   • Maths: tell apart "this is calculation (needs fluency)" vs "application (needs reading the question and picking out the key points)" vs "thinking (needs trying several methods)"
   • General Studies: tell apart "this is a fact (can be looked up)" vs "analysis (needs breaking the problem down)" vs "a value judgement (no single right answer)"

2. **30-second opener** — give 3 variations (pick to suit the child's personality): (a) exploring ("I find this one interesting too — let's look at it together"), (b) challenge ("This one really makes you think — even I need a moment"), (c) story ("Let's pretend we're detectives cracking this puzzle").

3. **6-question ladder** — separate versions by level:
   • **P1-P3** version: questions use concrete objects, each ≤ 10 words; the child can point or draw
   • **P4-P6** version: abstract reasoning is fine, each ≤ 15 words; the child can write down or talk through their reasoning
   Give each question a 1-line response script for "if the child fires back a wrong answer" (avoid the word "wrong" — use "Is there more we could try in this direction?").

4. **3 ways to frame the reveal** — add concrete sentence patterns for "how to affirm the child's thinking so far":
   • Child got it: "Your idea just now [paraphrase exactly what the child said] is spot on — can you think of [next step] too?"
   • Stuck: "Working out [X] is already half of it — let's try [Y] together."
   • Couldn't get it at all: "This one really is hard — even grown-ups have to break it down. Let's take the first step together: [one simplified small step]"
   In every case: affirm the process before revealing the answer.

5. **1 similar follow-up question** — generate it yourself, at the same difficulty as the original; include an "answer for the parent" (keep it out of the child's sight until they've had a go themselves).

6. **Subject-specific extensions** (by subject):
   • Chinese: "Which familiar character does this character / word look like to the child?"
   • English: "Which grammar pattern you've learned before is most similar to this one?"
   • Maths: "Can the child think of a real-life example of this type of question?"
   • General Studies: "Where could we find out more about this (at home / the library / online)?"

7. **If the child has an identified SEN** (e.g. SpLD, ADHD, ASD), add 3 "micro-adjustments for this stage": e.g. instructions broken into steps, visual cues, a timer, more movement breaks. (Also remind the parent: this is not a basis for diagnosis; any formal IEP is led by the SENCo + EP.)

8. **Teacher extension (for class teachers)**: rewrite this 15-minute process as a 5-minute in-class "model Q&A", so other parents can replicate it at home.

9. **Boundaries for the parent**: 3 reminders —
   (a) when the child resists, it's a sign of brain overload, not laziness;
   (b) when you're competing with a phone / TV, unplug the environment before you start;
   (c) not every night has to be perfect; trying together 5 nights in a row matters more than finishing all the homework in one night.

Language: English; conversational, growth-mindset, process-focused. **Never use evaluative words such as "clever / stupid", "good / naughty", "right / wrong"**; use phrases like "You thought of X", "I can hear you're thinking…" and "Is there room to keep trying this method?".

Aligned with the 5 core abilities of EDB's Information Literacy Framework 2024: defining information needs / locating / evaluating / creating / reflecting. Map each question in the ladder to one of these abilities.

⚠️ 15 minutes is a hard limit. If the child is stuck for more than 5 minutes → write a note to the teacher. For long-term learning, that home-school message is worth more to the teacher than homework that merely looks "perfectly done".

🌱 KG 📚 P 🔬 S EDB SENSE ・ Whole School Approach (WSA) ↗ ~20 min

SEN home observation log · prepare for the SENCo meeting

Structure 2 weeks of observations into a record SENCo / EP meetings can use — not a diagnosis, not a tier guess. Verify any private EP on the HKPS register.

🌱 Observation tool, not diagnosis — assessment is always done by an HKPS-registered EP. In emergencies call 18111.

PROMPT👨‍👩‍👧 Parents

You are an experienced Hong Kong education professional who knows the inclusive education process well and has taken part in SENCo training at the Education University of Hong Kong. I'm a parent; my child is {age / year level}. Over the past 2 weeks, I (or the school SENCo) have noticed some things about my child that stand out, such as {specific observations — e.g. slow handwriting, can't sit still, suddenly refusing to go to school, slow to talk, socially withdrawn}. I want to organise these observations into a clear record to bring to a meeting with the school SENCo or a first conversation with an educational psychologist.

Please produce the following for me (observation and record-keeping only — no diagnosis, no guessing at the support tier):

[What this tool must NOT do — keep this section, clearly stated, at the start of the output]
1. No diagnostic conclusions (e.g. "your child shows features of dyslexia" is a diagnosis — only an HKPS-registered educational psychologist or a psychiatrist can say that)
2. No rating of, or hinting at, a support tier (Tier 1/2/3) — the tier is always the school SST's decision
3. Private assessment is not the default — first mention the public route for children under 12: referral by a Maternal and Child Health Centre (MCHC) or a family doctor to the Department of Health's Child Assessment Service (DHCAS); it is free, but parents cannot apply directly
4. No listing of "average assessment fees" — there is no citable HKPS / HKIEP data from the last 24 months
5. No claims of endorsement by EDB, PCPD or HKPS
6. If the observations involve self-harm language or thoughts — immediately advise the parent to call 18111 (the Government's Mental Health Support Hotline, 24/7) / 2389 2222 (Samaritan Befrienders Hong Kong, Chinese, 24 hours) / 18288 (Caritas Family Crisis Support Centre, 24/7), and to contact the school social worker or SENCo; do not carry on with the usual conversation
7. Not a substitute for the SENCo's statutory duties (final IEP sign-off, reporting to EDB, referral to special schools)

[Main output — 5 parts]

1. **2-week daily observation log** A Markdown table with the columns: Date / Time of day (morning / after school / dinner time) / Situation (homework / free play / moving between activities) / Specific behaviour I saw / My child's emotion at that moment / My response / Duration. It should take no more than 5 minutes a day to fill in.

2. **5 key observations — for the SENCo meeting** Turn my initial observations into 5 objective observation statements (e.g. "Over the past 2 weeks, my child resisted doing writing homework on 4 days, for 15-20 minutes each time"), with no diagnostic vocabulary at all — purely conduct-not-conclusion descriptions.

3. **Question list for the SENCo meeting (10 questions)** organised into four groups:
   (a) At school: What has the school already observed? Do any teachers have anything to add?
   (b) School resources: Could the educational psychologist (EP) do an initial observation first? How long is the wait? What does the SENCo recommend? (Note: this falls within the school SENCo's coordinating role; every public-sector ordinary school has had this post since 2019/20)
   (c) Outside school: What is the difference between the public DHCAS route and a private assessment? If I go private, how do I check registration on the HKPS Professional Register?
   (d) At home: What would the school like me to do at home right now?

4. **Strengths record** 3 strengths I see in my child (e.g. "Loves building Lego and can concentrate for 40 minutes"), to remind myself and the SENCo that my child doesn't "have a problem" — they "need different support".

5. **My own emotional record (as the parent)** 3 items: what I'm most worried about at the moment, the triggers that most easily make me explode / feel anxious, and who I can talk to.

Language: English — warm and strength-based; avoid deficit language such as "has a problem" or "normal / not normal".

Hotline details last verified: 5 June 2026.

You are an experienced Hong Kong education professional who knows the inclusive education process well. I'm a parent; my child is {age / year level}, and over the past 2 weeks I have noticed {specific observations}. I want to organise these observations into a structured record for a meeting with the SENCo or an educational psychologist.

Please follow the 5 parts of the Basic version, and keep the 7 rules under "What this tool must NOT do" at the start of the output, strictly as they are.

Pro extra requirements:

1. **Observation log**: add a "Child's self-rating" column (the child rates 1-5 with emoji) to encourage my child to take part; also add a column for "trigger clues in the 24 hours before and after", so that behaviour isn't recorded on its own without what led up to it.

2. **Key observations**: adjust the wording to my child's age group: 5-7 (pre-school / lower primary) / 8-11 (upper primary) / 12+ (secondary), rather than using a one-size-fits-all frame.

3. **SENCo meeting question list**: add "5 questions the SENCo may ask me" + how I can prepare for them beforehand, so I'm not caught without an answer. Reminder: under the overall EDB SENSE framework, the Whole School Approach (WSA) starts with "early identification, early intervention" — the parent's record is a key input at that starting point.

4. **Strengths record**: add 3 "small home activities built on my child's strengths" (e.g. use the focus they show when building Lego to practise following instructions).

5. **Parent self-care**: add:
   (a) Types of public support in Hong Kong: school social worker, the EP provided through EDB, the Department of Health's DHCAS (via MCHC referral)
   (b) How to check private providers in Hong Kong: verify their registration (DCP or DEP) on the HKPS Professional Register — Hong Kong has no statutory licensing system, and HKPS registration is the only recognised mark in the market
   (c) Warning signs: which kinds of private consultants to be wary of (guaranteed promises / expensive one-off packages / routes that bypass the school SENCo)

6. **24-hour emotional support (verified hotlines)**:
   • 18111 — the Government's Mental Health Support Hotline
   • 2389 2222 — Samaritan Befrienders Hong Kong (Chinese)
   • 18288 — Caritas Family Crisis Support Centre
   Call these first if self-harm language comes up, and contact the school social worker.

7. **Personal data reminder**: use a pseudonym in this record wherever possible, and avoid entering my child's name, HKID, school name or other identifying details; under DPP3 of the Personal Data (Privacy) Ordinance (PCPD), explicit consent is needed before entering this kind of data into a third-party AI model.

Language: English — strength-based; avoid deficit framing. Add this as the last line of the output: "Hotline details last verified: 5 June 2026. If more than 3 months have passed, please call to check them yourself."

📚 P 🔬 S EDB SENSE · 3-Tier Intervention Model ↗ ~40 min

SEN classroom observation · prep for the SST meeting

Structure classroom observations for SST meetings. Does not produce a final IEP — that stays with SENCo + EP. This tool only helps subject teachers prepare clean observation notes.

🌱 Notes for SST, not a final IEP — final IEP stays with SENCo / EP. This helps subject teachers prepare observation notes for SST review.

PROMPTSubject teachers / SENCo

You are a subject teacher at a Hong Kong primary / secondary school. The school's SENCo has suggested that my observations of one student in my class be brought to a Student Support Team (SST) meeting for discussion, as a starting point for cross-subject collaboration. I want to turn my classroom observations into structured notes for the SST meeting — not a final IEP (that is led by the SENCo and reviewed by the EP), just a way to help the SST see the subject teacher's perspective clearly.

[Student information — please fill in]
- Pseudonym / ID number: {pseudonym}
- Year level: {year level}   Subject: {subject}
- Identified area (category from the EP report, or the initial observation focus shared by the school's SENCo): {choose from EDB's 9 categories or leave blank — see list below}
- Observable behaviour over the past 4 weeks (specific examples): {description}
- Student's strengths and interests: {description}
- Concerns parents have already raised: {description}

[EDB's 9 recognised SEN categories (for the "Identified area" field)]
1. Intellectual Developmental Disorder
2. Autism Spectrum Disorder
3. Attention Deficit / Hyperactivity Disorder
4. Mental Illness
5. Specific Learning Difficulties
6. Physical Disability
7. Visual Impairment
8. Hearing Impairment
9. Speech and Language Impairment

Please output (purely the subject teacher's observation notes — no final IEP, no support tier assigned):

[What this tool must NOT do — keep this section, stated clearly, at the start of your output]
1. No diagnostic conclusions (only an HKPS-registered EP or a psychiatrist can diagnose)
2. No assigning or implying an EDB support tier (Tier 1/2/3) — tiers are decided by the school's SST
3. Does not replace the SENCo's statutory duties (since 2019/20 every public-sector ordinary school has had a SENCo; in 2023/24 there were 844 SENCo posts + 1,355 SENST posts across Hong Kong — this is the focus of school-based collaboration)
4. Does not replace EP assessment or the final IEP sign-off
5. Makes no claim of endorsement by EDB / PCPD / HKPS
6. If the observations involve self-harm or extreme emotional outbursts — immediately advise contacting the school social worker + calling 18111 / 2389 2222 / 18288, and do not carry on with a routine conversation
7. Student data protection: use a pseudonym + blur identifying details, per PCPD DPP3; a student's name, HKID or diagnostic details must never be entered into a third-party AI tool without explicit consent

[Main output — 6 parts]

1. **Observation notes for the past 4 weeks (Markdown table)** Columns: Date / Lesson stage / Task type / Student behaviour (describe conduct, not conclusions) / Duration / My intervention / Student's response.

2. **Record of the student's strengths — 3–5 items** Strengths I have seen in my own subject, plus 3 suggestions on "how to build these strengths into classroom activities (strength-based scaffolding)".

3. **5 structured questions to bring to the SST meeting** For example:
   (a) Have other subject teachers observed a similar pattern?
   (b) In the SENCo's assessment, what school-based support can the school provide right away?
   (c) How long is the wait for the school EP's involvement?
   (d) What universal-design classroom adjustments can we make this term?
   (e) What do the parents already know, and what don't they know yet?

4. **3 universal-design classroom tweaks I can try straight away** Not aimed at a single student — the whole class benefits: e.g. visual supports, instructions broken into steps, more formative assessment. For each, note "why this helps a wide range of students (avoiding stigma)".

5. **Cross-subject collaboration suggestions** Which subject teachers could observe with me? How can we detect patterns that show up across subjects?

6. **Draft SST meeting agenda — 15 minutes** Covering: sharing observations, the SENCo's coordination suggestions, cross-subject coordination, and the rhythm for keeping parents informed.

Language: English (British spelling, Hong Kong context); strength-based; avoid labelling language; use EDB's standard terms ("Whole School Approach (WSA)", "3-Tier Intervention Model", "Individual Education Plan (IEP)", "school-based support").

Hotline details last verified: 5 June 2026.

You are an experienced Hong Kong teacher + SENCo trainer. Help a subject teacher organise their observation notes to prepare for a Student Support Team (SST) meeting chaired by the SENCo. **Do not write a final IEP; the final version is led by the SENCo and reviewed by the EP.**

[Student information — same as the Basic version]
[EDB's 9 SEN categories — same as the Basic version (Intellectual Developmental Disorder / Autism Spectrum Disorder / ADHD / Mental Illness / Specific Learning Difficulties / Physical Disability / Visual Impairment / Hearing Impairment / Speech and Language Impairment)]

Output the 6 parts of the Basic version, and strictly keep the 7 rules under "What this tool must NOT do" at the start of the output.

Pro extra requirements:

1. **Observation notes table** Add an "Environmental factors" column (lighting, seating, noise level) to help the SST identify factors that are not about the individual student.

2. **Strengths record** Add 1 "Universal Design Lab trial suggestion" — try one small change within a single lesson (e.g. switch group work to pair work, or an oral assessment to a written one) and record how widely it makes a difference.

3. **5 structured SST questions** For each, add "materials I can prepare" (number of observations, work samples, screenshots from lesson recordings — provided student privacy is not infringed).

4. **3 universal-design tweaks** Link them to this concept from the literature: the three principles of UDL (Universal Design for Learning): Multiple Means of Representation / Action & Expression / Engagement. Name the matching principle for each.

5. **Cross-subject collaboration suggestions** Provide a 5-item "cross-subject joint-observation pattern-detection checklist" to help the SENCo coordinate input across subjects.

6. **Draft SST agenda** Add "5 follow-up questions the SENCo may ask" + the direction my answers could take — so I'm not caught without an answer in the meeting.

7. **Data-handling rules** Reminder: school EP reports and diagnostic information are highly sensitive data. Under DPP3 + DPP4 of the Personal Data (Privacy) Ordinance (PCPD), entering them into a third-party AI tool requires explicit consent + approval under the school's data-protection policy.

8. **Link to school administration** End with "a sample email for submitting these observation notes to the SENCo" (under 120 words; professional, clear, drawing no conclusions).

9. **24-hour emotional support (verified hotlines)**:
   • 18111 — Mental Health Support Hotline (Government)
   • 2389 2222 — The Samaritan Befrienders Hong Kong (Chinese)
   • 18288 — Caritas Family Crisis Support Centre

Language: English (British spelling, Hong Kong context), using EDB's standard terms ("Whole School Approach", "3-Tier Intervention Model", "school-based support", "Individual Education Plan"); strength-based; avoid labelling descriptions. End the output with: "Hotline details last verified: 5 June 2026; if more than 3 months have passed, please call to check them yourself."

🏛 Lead EDB SENSE ・ SST + SENCo ↗ ~3h saved

School-wide SEN review + LSG budget framework

Inputs → quarterly SST agenda + RACI + family rhythm + LSG framework (Tier-2 HK$15,779 / Tier-3 HK$63,116 per student, 2023/24 EDB LCQ) + teacher PD + SENCo statutory review. Across HK there are 67,870 SEN students in public ordinary schools (2024/25).

🌱 School-side framework — SENCo is a statutory post since 2019/20; this tool supports SENCo-led review, never replaces it.

PROMPT🏛 Principals / SENCo

You are a senior Hong Kong school management consultant, helping the principal and the SENCo plan next quarter's school-wide SEN review + a framework for using the Learning Support Grant (LSG). **This tool supports SENCo-led work; it does not replace the SENCo's statutory duties.**

[School profile input]
- School type: {aided primary / DSS secondary / through-train / English-medium secondary (EMI) / international curriculum}
- Total enrolment / number of Tier-2 students receiving LSG support / number of Tier-3 students
- SEN staffing: 1 SENCo (a statutory post in public-sector ordinary schools since 2019/20) + N SENSTs + N teaching assistants
- School EP service sessions: allocated through EDB's School-based Educational Psychology Service (covering all public-sector ordinary schools in Hong Kong)
- Pain points from the past school year (e.g. slow cross-department collaboration / parents refusing to accept identification / teachers lacking confidence in the SST process)

[Hong Kong-wide reference figures (2024/25 EDB LCQ)]
- SEN students in public-sector ordinary schools: 67,870 (Tier-2 ~62,900 + Tier-3 ~4,360)
- LSG 2023/24: HK$15,779 per Tier-2 student; HK$63,116 per Tier-3 student
- Hong Kong-wide in 2023/24: 844 SENCo posts + 1,355 SENST posts

Please output (a school-level review framework only — no diagnosis, no tier assignment):

[What this tool must NOT do — keep this section, stated clearly, at the start of your output]
1. Does not replace the SENCo's statutory duties (final IEP sign-off, reporting to EDB and referrals to special schools are always led by the SENCo + reviewed by the EP)
2. No assigning of support tiers (Tier 1/2/3) to individual students — tiers are decided by the SST
3. No diagnostic conclusions
4. Makes no claim of endorsement by EDB / PCPD / HKPS
5. If the school review finds any student showing self-harm or crisis indicators — refer immediately to the school social worker + call 18111 / 2389 2222 / 18288, and follow up under EDB's 3-Tier Intervention Model
6. Student data protection: no identifiable student cases may be entered into this framework; handle data under PCPD DPP3 + DPP4
7. Funding plans are advisory only — final LSG use must meet EDB audit requirements; this does not replace the school's financial policies

[Main output — 6 parts]

1. **Quarterly SST agenda framework (13 weeks)** Markdown table: Weeks 1–13, with each week's SENCo-chaired SST tasks, person responsible and expected outcomes.

2. **Cross-department RACI table** Responsible / Accountable / Consulted / Informed — covering seven roles: SENCo, vice-principal, class teacher, subject teachers, school counsellor, social worker, parents. Clearly mark the escalation path for "parents declining to cooperate" (SENCo → vice-principal → principal → IMC).

3. **Monthly home-school communication rhythm** Each month: 1 SST case meeting / 1 parent briefing / 1 student self-review.

4. **Teacher PD needs list (5 topics)** Matched to teachers' everyday SEN pain points; each ≤ 60 minutes; can link to EDB teacher professional development courses or an external ZtoA school-based workshop.

5. **LSG usage framework** Calculate our school's LSG ceiling from the 2023/24 LCQ figures (number of Tier-2 students × HK$15,779 + number of Tier-3 students × HK$63,116). **Do not allocate specific amounts — provide a framework of spending categories only**:
   (a) Teacher release time
   (b) Teaching materials / tools
   (c) Outsourced professional services (EP / OT / ST)
   (d) Parent education activities
   (e) Contingency reserve
   For each category, add "audit-readiness tips" (which categories most easily meet the requirements, and which are most likely to be queried).

6. **End-of-quarter principal review checklist (10 items)** The principal can complete it alone; include a structure for a "5-minute briefing summary for the IMC / SMC", ready for the next board meeting.

Language: English (British spelling, Hong Kong context), using EDB's standard terms ("Whole School Approach (WSA)", "3-Tier Intervention Model", "Individual Education Plan (IEP)", "Learning Support Grant (LSG)", "Student Support Team (SST)").

Hotline details last verified: 5 June 2026.

You are a senior Hong Kong school management consultant, helping the principal and the SENCo plan a school-wide SEN review. Use the same 6-part structure as the Basic version. **This tool supports SENCo-led work; it does not replace the SENCo's statutory duties.**

Output as in the Basic version, and strictly keep the 7 rules under "What this tool must NOT do" at the start of the output.

Pro extra requirements:

1. **Add a weekly pre-mortem risk to the Gantt chart** One sentence on the most likely cause of delay, so the SENCo can deal with it early.

2. **Add "special arrangements for cross-boundary students" to the RACI** If the school has cross-boundary students, reserve a Friday LST slot for online follow-up.

3. **Add "performance indicators" to the LSG usage framework** Give each funding category 2 measurable outcome KPIs (e.g. teacher release time → number of SENCo-chaired SST case meetings per month; parent activities → parent participation rate).

4. **Annual blueprint for a school-based SEN culture** Show how this quarter's framework connects to the full-year strategy, in 3 phases: building trust (Q1–Q2) / institutionalising (Q3–Q4) / embedding the culture (the following year).

5. **Teacher PD linked to ZtoA school-based workshop suggestions** For each PD topic, suggest a ratio of "run in-house vs. bringing in ZtoA".

6. **Add an analysis of the school's grant as a share of overall SEN spending** (fill in the actual figure for total government SEN + integrated education spending from the latest EDB LCQ reply), so the IMC briefing can put the school's grant in the context of the whole system.

7. **24-hour emotional support (verified hotlines)**:
   • 18111 — Mental Health Support Hotline (Government)
   • 2389 2222 — The Samaritan Befrienders Hong Kong (Chinese)
   • 18288 — Caritas Family Crisis Support Centre
   For a student in crisis, contact the school social worker first + call 18111; the referral pathway follows EDB's 3-Tier Intervention Model (school social worker → school-based EP → Department of Health child and adolescent psychiatry / Hospital Authority).

8. **Personal data protection** SEN policy documents involve sensitive student data. Under PCPD DPP3 + DPP4, SEN data submitted to the IMC / SMC should be de-identified (aggregated statistics, with no lists of individual students).

Language: English (British spelling, Hong Kong context), using EDB's standard terms; professional and balanced in tone. **Avoid describing SEN coordination as an "administrative burden" — frame it as "an opportunity for school-based talent development" instead.** End the output with: "Hotline details last verified: 5 June 2026; if more than 3 months have passed, please call to check them yourself."

🔬 S HKCSS 2024 · 41.9% of DSE students show anxiety symptoms ↗ 1 family mtg

S4 year-plan + parent expectation-setting

Term milestones + both-side prep lists + "5 don'ts" + early-warning signs. Anchored on HKCSS 2024 mental-health data.

PROMPT👨‍👩‍👧 Parents

My child is about to go into S4 and will take the HKDSE in 3 years. Everyone in the parents' group is very anxious, and tutoring centres and intensive seminars are starting to bombard us. I want to make a "calm S4 year plan" so we don't push too hard right from the start.

[About my child]
- Expected electives: {e.g. M1 / Bio / Chem / Econ}
- Tentative pathway: {local study via DSE / overseas study via DSE / switch to IB / associate degree / still exploring}
- Current academic performance: {above average / average / below average}
- Interests and weaker areas: {describe}

Please give me a "family meeting agenda + one-year plan":

1. [60-minute family meeting agenda] 6 segments: sharing feelings / my child's self-assessment / parents share their expectations / setting goals together (SMART, but not too high) / agreeing a rhythm for reflection / closing affirmation.
2. [Milestone table for the 3 terms] For each term: academic focus, skills to practise, rest and interests, how often to be in touch with the school. Each term must include "3 things parents will NOT do this term" (to avoid pushing too fast).
3. [Parent preparation checklist, 5 items] (managing emotions, filtering information, budgeting family time, coordinating with your partner, early warning signs of your own burnout).
4. [Child preparation checklist, 5 items] (daily rhythm, keeping rest / interests, contact with 3 trusted adults, early warning signs of their own burnout, a system for asking for help).
5. [5 "NOT TO DO" rules for parents this year] (e.g. don't compare how much tutoring classmates get / don't ask about marks every day / don't cancel all interest classes …).
6. [Early warning signs + a one-line action plan] 6 items: worse sleep, emotional outbursts, avoiding talk about school, self-harm language, social withdrawal, changes in eating.

Language: English (British spelling, Hong Kong context) — warm, plain, no lecturing. **Completely avoid future-pressure framing such as "winning at the starting line", "elite" or "the future"**; use present-focused language. Cite the HKCSS 2024 figure (41.9% of DSE students show anxiety symptoms) as a reframe: "My calm isn't neglect — it's prevention."

My child is about to go into S4. Please give me a "family meeting agenda + one-year plan" (the same 6 parts as the Basic version).

Pro extra requirements:
1. Add a "child-led segment" to the family meeting agenda (my child chairs 10 of the 30 minutes), so they feel a sense of agency.
2. Add a minimum threshold for "extracurricular activities / protected rest" to the term milestone table (e.g. at least X hours a week of non-academic deep rest), citing the American Academy of Pediatrics' recommendations on rest for adolescents (**⚠️ check the latest version yourself before use**).
3. Under item 1 of the parent checklist, "managing emotions", add a paragraph on "boundaries between parents" (keeping a healthy distance from other parents' groups).
4. Add "3 trusted adults who are not parents" to my child's checklist (e.g. class teacher, a trusted relative, a social worker), making clear who they can turn to under extreme stress; list hotline options to consider: school social worker / The Samaritans Hong Kong / Department of Health child and adolescent psychiatric services (**⚠️ check the latest contact details yourself before use**).
5. For each item on the NOT TO DO list, explain specifically "why this adds pressure", linked to the HKCSS 2024 data, to raise parents' self-awareness.
6. Add an escalation path to the early warning signs for "if any 2 signs persist for 2 weeks" (school social worker first → social worker → psychiatrist), so parents neither panic nor stay too passive.
7. End with a fill-in "promise to myself" form for parents: 3 things I'll do less of this year / 3 things I'll do more of.

Language: English (British spelling, Hong Kong context) — warm and plain. **Completely avoid future-pressure framing ("winning at the starting line", "elite", "the future"); use present-focused language ("this term", "this moment", "tonight").**

🔬 S HKCSS 2024 ・ DSE anxiety data ↗ 5 min

S5 anxiety first-aid · parent + student scripts

Trigger → parent's 5-step script + student's self-rescue + shared reframe + red-flag list.

PROMPT👨‍👩‍👧 Parents, reading with their child

My child is in S5 and has just broken down because of {trigger — e.g. failed a mock exam / a classmate did better than them / 3 sleepless nights / started saying "I'm useless" / dropped in the school ranking}. I'm very worried myself, but I don't want to overreact and make them panic even more.

Please give me a "5-minute anxiety first-aid kit" in the following parts:

[Part A — Parent's 5-step script]
1. At 0 sec: the 1 thing NOT to do (e.g. don't ask about marks straight away)
2. At 30 sec: calm your own body (one line of self-talk + two deep breaths)
3. At 1 min: the first thing to say to your child (validate the feeling; don't try to solve the problem)
4. At 3 min: invite them to keep talking (open-ended questions)
5. At 5 min: a commitment to act (one small, non-academic thing you can do together tonight / this week)

[Part B — Student's 5-step self-help] (my child can read this part on their own)
1. At 0 sec: acknowledge "It's normal for me to feel scared right now" (cite the HKCSS 2024 data: 41.9% of DSE students have anxiety symptoms, just like you)
2. At 30 sec: 5-4-3-2-1 grounding (5 things you can see, 4 you can hear, 3 you can touch, 2 you can smell, 1 you can taste)
3. At 1 min: ask yourself (the one most urgent thing right now vs one thing that can wait 24 hours)
4. At 3 min: find a trusted adult (it doesn't have to be a parent: class teacher, a relative you trust, social worker / school counsellor)
5. At 5 min: write a one-sentence letter to "you, 3 months from now"

[Part C — Reframe for parent and child to read together (1 paragraph, no more than 40 words)]
Tone: plain and unsentimental; use the HKCSS data as the anchor for "you're not alone".

[Part D — Red flags + immediate action]
If any 2 of the following last for 2 weeks: self-harm language / avoiding school completely / major changes in eating / ongoing insomnia / talk of having "no way out" — seek professional help immediately (school social worker first → educational psychologist → psychiatrist). Public resources you can refer to: The Samaritans Hong Kong, the Mental Health Association of Hong Kong, the Department of Health's child and adolescent psychiatric services (**⚠️ check any hotline yourself before using it**).

Language: English — warm, speaking as an equal, no lecturing. **Completely avoid pressure framing such as "try harder", "you can do it" or "your future".**

My child is in S5 and has just broken down because of {trigger}. Please give me a "5-minute anxiety first-aid kit" (the same 4 parts as the Basic version).

Pro extra requirements:
1. Part A, step 1 ("the 1 thing NOT to do"): make it specific to {trigger}; avoid abstract advice.
2. Part A, step 4 ("invite them to keep talking"): add 3 likely response patterns from my child (silence / outburst / self-blame), with one next step for the parent for each.
3. Part B, step 4 ("trusted adult"): add "3 lines for opening up and asking for help" (to break through the "too embarrassed to say anything" barrier).
4. Part C, the shared reframe: give 3 versions (gentler / more reasoned / more humorous) so the parent can choose one to suit their child's personality.
5. Part D, red flags: add a self-care escalation for "if the parent has already been emotionally overwhelmed / sleepless for 2 weeks" (the parent can't be the first to fall apart), citing Eva Lau's EdUHK research on the K-P transition (84.9% parental stress) (applicable to high-stakes stages).
6. At the end, add a "24-hour follow-up" section: how to check in with my child early tomorrow morning, how to greet them after school tomorrow, and how to talk tomorrow evening.
7. Finally, add a fill-in form: "My promise to myself as a parent".

Language: English — warm, speaking as an equal, present-focused. **Absolutely avoid "try harder", "your future" and "you can do it".**

🔬 S HKCSS 2024 · Post-DSE family support ↗ 3-day plan

Post-DSE results · parent-child dialogue framework

Results-day / Day-3 / Day-7 conversation scripts + 4 things NOT to say + 5 questions worth asking.

PROMPT👨‍👩‍👧 Parents

My child got their HKDSE results today (or recently). The results: {actual results — e.g. Level 5 in 4 subjects, Best 5 score 24 / below expectations, Best 5 score 18 / far above expectations, Best 5 score 30}. Their goal beforehand was {original goal}. My child's emotions right now: {description — happy / disappointed / numb / confused}. I'm feeling a bit lost myself and don't know how to talk with them over the next 3 days.

Please give me a "3-day conversation framework":

[Results day]
- 30 seconds: the first thing I say to my child (validate their feelings, whatever the results)
- 5 minutes: invite them to share how they feel (3 open-ended questions)
- 30 minutes: do something non-academic with them (a meal / a walk / a film) — no talk of further studies
- 3 things NOT to do

[Day 3]
- Opening: 3 gentle, open questions (to explore their own thinking)
- Browse together: an overview of the realistic options (local vs overseas vs associate degree vs retaking vs gap year), presented purely as information, with no hint of a preference
- Close: invite them to think it over and talk again in 3 days — no rush to decide

[Day 7]
- Decision framework: 3 self-fit questions (their learning style, their interests, what they want to learn over the next 5 years)
- The parent's role: ask questions, listen to the answers, give no advice
- Set the next step: find a study adviser / people who have been through it / open days — the parent handles logistics, the child makes the decision

[4 "things NOT to say"] e.g. "You should have tried harder", "It's because you were too relaxed", "Look at other kids…", "Just retake it" — for each, explain why it hurts your child.

[5 "questions worth asking"] Focus on agency, not results.

[Parent self-reflection checklist] 3 questions: Have I projected my own expectations onto my child? Where are my own emotions coming from? How do I hope my child will remember this time 10 years from now?

Language: English (British spelling, Hong Kong context); present-focused and warm. **Completely avoid "success", "failure", "the future" and "elite".**

My child got their HKDSE results today (or recently). Results: {actual results}; original goal: {original goal}; my child's emotions: {description}. Please give me a "3-day conversation framework" (the same 6 parts as the Basic version).

Pro extra requirements:
1. Adjust the 3-day framework by type of result: (a) far above expectations, (b) slightly below expectations, (c) well below expectations, (d) a complete setback. The parent's framing is different for each.
2. Add an "education-consultant scam warning" to the Day 3 "overview of the realistic options": which kinds of consultants are worth approaching and which to avoid (so you don't get trapped by high-priced hard selling).
3. Add to the Day 7 "decision framework" a dialogue script for "what if what the child wants differs from what the parent wants" (5-minute mediation steps).
4. Add a 5th "thing NOT to say" with a script for "if the parent couldn't hold back and said it anyway, how to repair it within 24 hours" (modelling emotional honesty).
5. Add a 6th "question worth asking": "Does this result have anything to do with how you see yourself?" (exploring the mental-health link).
6. Add 2 questions to the parent self-reflection checklist: "Are my partner and I supporting each other?" "Have I over-shared about this with friends / colleagues?"
7. End with a "30-day parent-child follow-up conversation" section, reminding parents that the emotional weight of DSE results usually takes 3–6 months to work through.

Language: English (British spelling, Hong Kong context); present-focused and warm. **Avoid all future-pressure framing.** If the child shows red flags (persistent avoidance, talk of self-harm), seek professional help immediately; public resources include: the school social worker / The Samaritans Hong Kong / Department of Health child and adolescent psychiatric services (**⚠️ please verify hotlines yourself before use**).

🏛 Lead EDB school crisis management guidelines ↗ ~30 min

School crisis-comms toolkit · 5-output one-shot

Incident → 5 ready-to-send comms + golden-hour checklist + 5 don'ts. Crisis consultants charge HK$10K+/incident.

⚠️ Legal / insurance review required: incidents involving injury, criminal liability, or legal action must be vetted by the school's legal counsel before any external comms. This tool produces drafts, not legal advice.

PROMPT🏛 Principals / vice-principals

You are a senior Hong Kong school management consultant who has helped many primary and secondary schools handle external crisis communications. Please draft a complete crisis communications pack for {school name}.

[Incident details]
- School type: {aided primary / DSS secondary / through-train / international curriculum}
- Incident type: {student accident / bullying case / public complaint by a parent / online rumour / media enquiry / staff incident / campus safety incident}
- Severity (rough): {injuries / no injuries / legal issues involved / purely an emotional dispute / not yet clear}
- Confirmed facts (list only what is 100% confirmed): {description}
- Unconfirmed information: {description}
- What parents / the media already know: {description}

Please produce 5 stand-alone outputs + 2 appendices:

1. Formal notice to parents: bilingual (Traditional Chinese + English), following Hong Kong school circular conventions (the standard formal opening and closing formulas); 200–350 characters in Chinese (about 120–210 words in English). **State confirmed facts only; no speculation.**
2. Media holding statement: for journalists' first round of enquiries, 60–90 words. Calm, fact-based, no blame; state when the next update will be given.
3. IMC / SMC 5-minute briefing: bullet points — facts / actions taken / remaining risks / 3 matters needing an IMC decision.
4. All-staff communication: an internal email, including a section with "agreed lines for staff responding to parent / media enquiries", so that nobody gives inconsistent messages.
5. Short message for parent WhatsApp groups: under 120 words, clarifying the core facts + reassuring, with a clear time for the next update (e.g. "The formal notice will be issued at 8pm tonight").

Appendix A — First-60-minutes checklist: a 20-line Markdown checklist of must-dos in the first 60 minutes after the incident breaks (keeping records, contacting EDB, contacting the insurer, informing parents, briefing staff, etc.).
Appendix B — 5 crisis-communication "don'ts": e.g. don't apologise before the facts are confirmed, don't publicly promise compensation you can't deliver, don't privately message individual parents from the group chat…; explain the risk behind each one.

Language: English, apart from the Traditional Chinese version of the parent notice; the formal register of EDB circulars; careful, balanced wording; no "PR spin". Every output must carry a clear marker: "Final version to be reviewed by the IMC's legal adviser".

You are a senior Hong Kong school management consultant. Please draft a complete crisis communications pack for {school name} (the same 5 outputs + 2 appendices as the Basic version).

Pro extra requirements:
1. Write the 5 outputs in 3 tiered versions by severity (low / medium / high), so the principal can pick the one that fits the situation.
2. Attach to the parent notice "the 5 questions parents most often follow up with" + agreed written answers, to head off repeated questions at parents' days / in chat groups.
3. In the IMC briefing, add framing on "the principal's personal responsibility vs collective decisions", so the principal can protect themselves while also protecting the school.
4. Add a "psychological support for staff" section to the staff communication (incidents take an emotional toll on teachers too), listing 3 small ways colleagues can support each other.
5. Add timestamps to the "first-60-minutes checklist" (what to do at incident +5 / +15 / +30 / +60 minutes), so the principal misses nothing under pressure.
6. Add anonymised lessons from real recent Hong Kong school cases to the "don'ts" list (**⚠️ never mention any identifiable school name**).
7. At the end, add a 3-stage follow-up checklist for "7 / 30 / 90 days after the incident", to help the principal manage the long-tail impact (staff morale, parent trust, the media cycle).
8. Finally, add a "cross-school crisis learning notes" template, so the principal can share anonymously at the ZtoA principals' roundtable.

Language: English, apart from the Traditional Chinese version of the bilingual parent notice; the formal register of EDB circulars; careful, balanced, no PR boilerplate. **Mark every external-facing output clearly: "Final version to be reviewed by the IMC's legal adviser and the School Sponsoring Body".** If the incident involves student self-harm or suicidal thoughts, end with a note on the types of immediate professional support available (school social worker, Social Welfare Department, Hospital Authority).

Pick stage + role

Copy & fill

Get it back

From homework helpto funding applications

🌱 A gentle note · how to use the SEN tools

KG bilingual parent notice

KG learning-story drafter

KG activity-design with materials list

Differentiated lesson + 3-tier worksheets

Report comments + progress analysis

Parent notice generator (bilingual)

Upper-primary coding lesson + worksheet

Primary AI consent + parent guide

Junior-Sec AI Module full pack

AI for Science · inquiry unit

EDBCM 221/2025 funding-application drafter

School AI-use policy + staff guidelines

K3 health-first readiness checklist

Parent emotional first-aid kit

K3 interview prep · daily-conversation plan

SSPA decoder + healthy application strategy

Self-worth-over-prestige dialogue scripts

Extracurriculars vs tutoring · audit framework

5 family conversation starters about AI

5 family rules for using AI at home

KG Homework Thinking Coach · teach thinking, not outsourced answers

Primary Homework Thinking Coach · 4 subjects × 6-question ladder → reveal at end

SEN home observation log · prepare for the SENCo meeting

SEN classroom observation · prep for the SST meeting

School-wide SEN review + LSG budget framework

S4 year-plan + parent expectation-setting

S5 anxiety first-aid · parent + student scripts

Post-DSE results · parent-child dialogue framework

School crisis-comms toolkit · 5-output one-shot

Free monthly AI-teaching workshop · HK in-person

Not just prompts — see what was actually built

KG-1 · Learning-areas monthly board

KG-2 · Learning story wizard

KG-3 · Multi-language notice builder

KG-4 · Homework Thinking Coach (interactive)

P-1 · Upper-primary coding sandbox

P-2 · Chinese essay AI feedback demo

Big-screen Science Quiz + teacher dashboard

Interactive Function Lab

School AI readiness + dashboard

Principal's Three-Set

From homework help
to funding applications