Lesson Planning and Feedback Support
Explore what a drafting assistant for teachers would need to know about the Northern Ireland curriculum using fictional lesson notes.
- Published sources
- 2
- Starter data
- 18 synthetic records
- Domain build partner
- build-lesson-planning-feedback
- Last reviewed
From the draft strategy
Opportunity
The draft strategy names help with lessons, teaching content, and consistent feedback as a potential public-service application, on the grounds that it would save teachers time, without naming a curriculum, an age group, or what would count as a good draft.
Where the draft says it
Table 2 — potential public-service applications
Source register
Research already done
We reviewed these published sources so you do not have to start from zero. Each source shows what it covers, how it can be accessed, and why it matters.
2 sources
Council for the Curriculum, Examinations and Assessment
OpenCurriculum at Key Stage 3
- What it covers
- The statutory Northern Ireland curriculum at Key Stage 3, set out as areas of learning with their subject strands, together with the skills expected across all of them.
- Why it matters here
- Its areas of learning and subject names are what the synthetic records use, so the invented objectives sit inside the curriculum a teacher here actually works to.
Department of Education
OpenSchool enrolments
- What it covers
- Published enrolment figures for Northern Ireland schools, including school-level data and population projections.
- Why it matters here
- It gives the scale this example would have to work at, and shows that nothing published tells you what any teacher writes when planning a lesson.
Starter data
Starter dataset
Use 18 synthetic lesson objectives to explore curriculum-aware drafting without using material from a real class.
AI-assisted research helped identify and interpret the published sources. We then created a small, non-sensitive synthetic dataset shaped by the information those sources expose. It is for exploration—not evidence, training, or operational decisions.
- Records
- 18
- Fields
- 5
Field preview
records viewidSYN-LP-01 · SYN-LP-02 · SYN-LP-03
keyStageKey Stage 2 · Key Stage 3 · Key Stage 4
subjectMathematics and Numeracy · Language and Literacy · The World Around Us
topicFractions of amounts · Writing a recount · Materials and their uses
draftObjectiveBy the end of the lesson most of them should be able to find a fraction of a whole number without drawing it out first. · Pupils write a short recount of the trip in the right order, using at least three time words from the wall. · I want them to be able to say why we would not make a window out of wood, in their own words rather than mine.
How it was prepared
AI authored fictional planning notes across key stages and curriculum subjects, including one unfinished objective.
Limitations
- The objectives were invented here, not collected from teachers, so they show a plausible starting point rather than how planning is really written in any school.
- There is no pupil work in the file at all, which means the feedback half of this example cannot be tried on it.
- Eighteen notes across three key stages is far too thin to represent the range of subjects, settings, and support needs in Northern Ireland classrooms.
Clone and build
Domain build partner
Build with a domain-aware coding agent
Clone the repository, then ask your coding agent to load the skill that ships with it. The skill brings the opportunity, sources, starter data, known unknowns and constraints into the conversation before anything is proposed. It follows the open Agent Skills standard, so it works in Claude Code, Codex and any other agent that reads skills.
01 / Clone
git clone https://github.com/Hypership-Software/lab-notes.ai.git02 / Invoke
- Claude Code
/build-lesson-planning-feedback- Codex
$build-lesson-planning-feedback
Conditions, not a checklist
Before you build
These are not footnotes. They are conditions that any responsible prototype would need to address.
Polished drafts can still be wrong
A draft that reads well can still be wrong about the subject, pitched at the wrong age, or off the curriculum, and it is the polish that makes that hard to catch.
Standard wording can exclude pupils
Standard wording tends to suit the middle of a class, so a draft can quietly leave out pupils with additional needs, other home languages, or different circumstances.
Pupil work needs formal safeguards
Real pupil work and real feedback carry personal information, so nothing about this example should be tried on a class without the school's data protection and safeguarding people involved first.