Skills

Writes a formal assessment task outline — task description, conditions, mode, curriculum links, and a pointer to the rubric — clear enough for a student to follow and precise enough for a colleague to administer consistently. Always grounds the outline in real curriculum content and achievement descriptors before generating; never invents them. Trigger when a teacher needs to write up a formal assessment task, brief, or task sheet for any subject or year level. Works standalone.

Creates a term or year assessment schedule — a chronological overview of every assessment task, when it occurs, what mode it uses, and which curriculum standards it addresses — then flags imbalances like clustered summative tasks, mode monotony, or standards with no assessment coverage. Grounds itself in real achievement standards and suggests standard mappings per task for the teacher to confirm, adjust, or swap before finalising. Trigger when a teacher is planning a term or year's assessment program, or wants to share an assessment overview with students and families.

Turns raw clinical audit or quality-improvement data and notes into a structured audit summary — findings benchmarked against the standard, gaps, and recommended actions — ready for a QI committee or morbidity and mortality meeting. Trigger when a quality officer, coordinator, or clinician needs to write up a clinical audit, chart review, or QI cycle result.

Synthesizes raw public submissions, survey responses, or consultation feedback into a themed "what we heard" summary — recurring themes, representative quotes, and where views diverged — without silently dropping a dissenting view into the majority theme it disagrees with. Trigger when a policy or engagement officer needs a consultation report, "what we heard" document, or submissions analysis.

Condenses a long report, proposal, or document into a one-page executive summary — the recommendation up front, then the supporting points a reader would ask for next. Trigger when someone needs an executive summary, TL;DR, or one-pager distilled from a longer document for leadership.

Generates a short end-of-lesson formative check — written response, multiple choice, discussion prompt, or self-assessment — tied directly to the lesson's learning intention, with an optional differentiated version for mixed-readiness classes. Trigger when a teacher asks for an exit ticket, a quick check, or another way to gauge whether students grasped today's lesson before moving on, or as the closing step after a lesson plan already in context.

Generates a reusable bank of written feedback phrases, organised by rubric criterion and grade band, grounded in the rubric or achievement standards and adapted to a teacher's voice profile if one is available. Trigger when a teacher needs to mark a class set faster and more consistently, wants ready-made report-comment language, or already has a rubric or assessment outline and needs feedback phrases to match it.

Drafts the structure of a freedom-of-information or public-records request response — decision, reasons, exemptions cited, and review rights — from case notes and a decision already made, leaving the actual release, redaction, and exemption decision to the authorised officer. Trigger when an FOI, GIPA, or public-records officer needs to draft a decision letter or response to an information request.

Structures minutes and an action register from a board, committee, or governance meeting transcript or notes — decisions and any dissent kept separate from general discussion, actions tied to an owner and due date. Trigger when an officer needs minutes for a board, committee, steering group, or governance meeting.

Structures a clinical incident, near-miss, or hazard report into a factual timeline, contributing factors, and immediate actions taken — from a free-text account, verbal description, or rough notes. Leaves severity rating, root-cause classification, and any disciplinary judgement to the reporter and reviewer. Trigger when a clinician or ward manager needs to write up an incident, near miss, or hazard for the facility's reporting system.

Structures a multidisciplinary team (MDT) meeting, ward round, or case conference — from a transcript, notes, or dictation — into a clean summary with per-patient care decisions, actions, and owners. Trigger when a clinician or coordinator needs minutes from an MDT meeting, tumour board, case conference, or ward round.

Turns a meeting transcript, recording notes, or rough scribbles into structured minutes and an action list — an owner and due date for every action, decisions kept separate from discussion. Trigger when someone needs minutes, meeting notes, or an action list from a meeting, stand-up, or call.

Drafts a formal response to ministerial correspondence, an executive briefing request, or a constituent letter escalated to a minister's office — from talking points or case notes, in the issue/background/ response structure most correspondence units require. Trigger when a policy or correspondence officer needs to draft a ministerial response, MC (ministerial correspondence) reply, or briefing note for sign-off.

Turns raw progress notes into a structured OKR or goal check-in — progress against each key result, a confidence score with a reason, and named blockers — in the format a team or leadership review expects. Trigger when someone needs an OKR update, goal check-in, or quarterly progress summary against key results.

Drafts parent-facing communications in the teacher's own voice — class newsletters, curriculum update letters, excursion/event notes, learning updates, end-of-term wrap-ups, and learning concern letters. Applies a supplied voice profile or writing sample when given one, otherwise writes in warm, plain English. Trigger when a teacher asks to write a newsletter, letter home, excursion note, permission note, learning update, or a letter about a student's learning concerns.

Translates curriculum content descriptions and achievement standards into plain English for families — what students are learning, why it matters, what it looks like in class, and how families can help at home. Always grounds the explainer in real curriculum content, never paraphrased from memory. Trigger when a teacher asks for a parent curriculum explainer, curriculum night handout, newsletter blurb, or unit overview letter for families.

Turns clinical or administrative notes into a plain-language letter for a patient or family — appointment summary, discharge instructions, results explanation, or referral notice — pitched at an accessible reading level without dropping any action the patient needs to take. Trigger when a clinician or administrator needs to write a patient-facing letter, discharge instructions for the patient (not the clinical handover copy), or a results letter.

Drafts a performance review narrative from a manager's notes and examples, organised around the agreed competencies or goals for the role — leaving the actual rating or grade to the manager. Trigger when a manager needs to draft a performance review, 360 summary, or year-end narrative ahead of a formal sign-off.

Rewrites dense legislative, regulatory, or technical text into plain language for public-facing content — web copy, fact sheets, application guidance — without dropping a condition, exemption, or deadline the rewrite needs to keep. Trigger when a communications or policy officer needs to simplify legislation, a regulation, technical guidance, or an internal document for public consumption.

Turns research notes, consultation findings, or a rough problem statement into a structured policy brief — problem, evidence, options with genuine trade-offs, and a recommendation — in the format policy and program areas use to brief decision-makers. Trigger when a policy officer needs to write a policy brief, options paper, or decision-ready advice note.

Summarizes a new or updated clinical policy, procedure, guideline, or accreditation standard into a one-page staff briefing — what changed, why, and what staff need to do differently — citing the source document throughout rather than paraphrasing from memory. Trigger when a manager, educator, or quality officer needs to brief staff on a new policy, guideline update, or accreditation standard change.

Drafts personalised student report comments in the teacher's own voice, grounded in real achievement standards. Requires the teacher's achievement-level judgment for each student — the skill never infers or assigns grades. Applies a supplied voice profile or writing sample when given one. Produces drafts for teacher review, never finished text. Trigger when a teacher asks to write, draft, or generate report comments for one student or a whole class.

Builds a criteria-based marking rubric with 3–5 criteria and descriptors drawn directly from achievement descriptor language, so two different markers can reach the same grade independently. Never invents descriptors — always grounds them in real achievement descriptors, reusing them from context if already established earlier in the conversation. Trigger when a teacher needs a marking rubric, scoring guide, or grading criteria for any assessment task. Works standalone.

Structures a clinical shift handover into SBAR format (Situation, Background, Assessment, Recommendation) from rough notes, a verbal account, or a partial handover sheet — flagging any of the four sections left thin so nothing falls through at shift change. Trigger when a nurse, midwife, or allied health clinician needs to write or tidy up a handover note, ward round summary, or patient handoff for the incoming shift.

Drafts a stakeholder or client update email from project notes — progress, what's changed, what's needed from them — matching a voice or tone already established in this conversation, or defaulting to clear, professional plain English. Trigger when someone needs a stakeholder update, client email, or project status message drafted for an external or senior-internal audience.

Builds a project or program status report — RAG status, milestones, risks, and next steps — from raw updates, notes, or a stand-up transcript, in a standard template your stakeholders already recognise. Trigger when a project or program manager needs a status report, weekly update, or steering committee report.

Generic final pass that strips AI writing tells and generic phrasing from any text this session drafts for a student, family member, or colleague to read — on top of whatever domain rules the drafting skill already applied, never in place of them. Applies a voice profile silently if one is active and never touches grades, achievement levels, curriculum codes, dates, or facts. Trigger whenever this session's skills hand over text someone will read, or on direct requests like "make this sound less like AI," "this reads like a template," or "check this for AI writing" on any pasted draft.

Learns a teacher's written voice from writing samples so report comments and parent communications sound like the teacher wrote them, not like a generic AI. Analyses tone, sentence patterns, vocabulary, and structural habits, then produces a saved [teacher-name]-voice-profile reference file that can be supplied to any later drafting task — report comments, parent communications, or feedback phrases — to apply the same voice. Trigger when a teacher wants to personalise AI-drafted report comments or parent communications, or asks to save or reuse their writing style.