Curriculum Making is best done collaboratively.

By using AI to automate the heavy lifting of curriculum mapping should not be devalued to thinking of it as only a shortcut. Instead, it's your active management of your planning; it's a rigorous demonstration of APST Standard 6 (Professional Engagement), feeding directly into your PLCs and your PDP. 

Whether you are a new graduate, a veteran teacher, or teaching out-of-field, you aren't starting from a blank page. We show you how to encounter the LLM's CONTEXT WINDOW through identifying documents you tag as 'key resources', sourced either from your educational authority or your school.  These are the 'brain food' that you feed to the AI.

AI should never dictate your classroom. We teach you how to set strict, non-negotiable boundaries so the AI avoids generic, "cookie-cutter" outputs and strictly follows your pedagogical rules.

Learn to seamlessly filter the mandatory curriculum frameworks while synthesising core content into a clear, engaging "Big Idea."

AI doesn't do the work for you. It synthesises the context you provide. In Phase 1, you set the stage to ensure the technology serves your expertise, not the other way around. 

We move away from treating the curriculum as a checklist of facts. Instead, we show you how to use AI to map out a visual sequence of "typical student progress," ensuring your lessons build logically step-by-step.

The valuing of foundational concepts leads to designing learn experiences by interacting with an AI dialogically (e.g. you might employ a form of Socratic dialogue).  This then moves onto auditing your existing program by reviewing their sequences and identifying points where students might form misconceptions.  You apply logic, reasoning and other critical thinking regimes (e.g., "If I teach X, they must first know Y"). The better in which you practice metacognition in your work, the more able you are to model it for your students.

We guide you in using the AI to synthesise web of connections in relation to learning outcomes and standards that lead onto a cohesive KUD (Know, Understand, Do) framework, anchoring your entire unit around an enduring "Big Idea."

You are the expert in the room. We teach you how to "train" the AI in relation to what your know about your existing student data, High Impact Teaching Strategies (HITS), and knowledge of developmental milestones before you work with the LLM to drafts a single lesson.

This phase isn't just about planning; it’s a direct demonstration of APST Standard 1 (Know students and how they learn). By forcing you to explicitly articulate your students' current knowledge, strengths, and differentiation needs to the AI, you prove your deep pedagogical command of the classroom.

We show you how to use AI to build the summative assessment and rubric first, ensuring your unit has a clear, unshakeable foundation. The process builds on seamlessly from Phase 2 where you gained deep insights in 'progress maps' and learning progressions.  Rubrics are a much undervalued (and ineffectively used) tool for cultivating a students move to becoming an independent learning.  So, how might we create them with a LLM to make them more than a 'wall of words'? 

Move beyond rigid pass/fail benchmarks. You will learn to prompt the AI to craft criteria that accurately capture growth, challenging your most capable students while remaining accessible to those requiring significant support.

Stop agonising over the exact vocabulary needed to distinguish a 'C' from a 'B'. Learn how to interact with the AI to ensure a highly refined draft of terms which give students a 'ahha' moment, picturing the change you work for through your explicit instruction, modelling and retrieval-type skill practices.

AI is an assistant, not the final judge. We teach you how to interrogate AI-generated criteria to ensure it calibrates progress accurately, ensuring the language is inclusive and motivating for diverse learners.

We use the AI to extract the specific language from your newly minted summative rubric to design bite-sized, formative daily checks.  This is not 'drilling' but a way to expand the richness of the ideas in programs and units. The challenge of learning important knowledge is ever before us.

Co-creating assessments with AI is not circumventing your duty; it is a rigorous audit of your curriculum knowledge. It proves your content selection is effectively sequenced and meets the highest reporting requirements, directly demonstrating APST Standard 2 (Know the content and how to teach it).

Be honest—highly detailed, multi-week Word documents usually become obsolete by Week 2. We show you how to replace the static proforma with a dynamic, easily updatable dashboard (like a Google Sheet) that acts as a living "Field Guide."

When a lesson changes on the fly, it’s easy to lose the pedagogical thread. We teach you how to set up your dashboard so that your core learning outcomes act as "The Brain," ensuring even improvised activities remain rigorously aligned.

If a Tuesday lesson falls flat, you don't have hours to rewrite it. Learn how to use your AI "co-pilot" that afternoon to instantly generate a differentiated "re-teach" strategy or a re-leveled reading text ready for Wednesday morning.

AI isn't just for content delivery. We show you how to prompt the AI to anticipate physical bottlenecks, cognitive overload, and behavioural friction before you run a complex activity. Think of it has building in a rehearsal of sorts into your lesson preparation

Transitioning to a dynamic daily planner fundamentally improves your capacity to maintain safe, structured routines (Standard 4) while providing timely, formative feedback (Standard 5) and implementing effective teaching (Standard 3). It also transforms your PLC meetings by providing a living record of what actually worked.