A LITTLE CURIOSITY. A USEFUL NEXT STEP.

Learn.
Try. Share.

Make room for what matters in teaching.

A place for colleagues to explore AI together—one practical task, one conversation and one idea at a time. Start small. Bring your teaching judgment.

Find something to try Join the next lunch →

No AI experience needed. No perfect prompts required.

01

Start with the teaching

Choose a real task. Give the course, purpose and context.

02

Ask for a starting point

Use rough notes. Request a draft, options or a clearer structure.

03

Check, adapt, decide

Verify facts, evidence and fit. The professional judgment stays yours.

OUR NEXT STEP

Bring your lunch. Try CSL Companion.

A relaxed, 30-minute chance to practise together.

See the session plan →

SMALL TASKS, REAL CLASSROOM POSSIBILITIES

Try an idea.

Choose what would help you today.

These examples come from Rupinder’s teaching projects. The prompts below are starting points to adapt, not guarantees of a particular AI response.

01 / FEEDBACK

Turn rough notes into a CSL draft.

The teaching need: communicate individual learning clearly without starting every comment from scratch.

What AI helps with: organizing supplied evidence into a readable draft, or reviewing an existing comment.

What you check: curriculum connections, accurate evidence, your assessment, useful next steps and personal wording.

Open CSL Companion ↗

A simple starting prompt

For the guided four-paragraph workflow and embedded reporting guidance, use CSL Companion above.

FICTIONAL ROUGH NOTES

identified a political cause
used a detail from the task
needs to explain the link

Evidence first.
Polished wording second.

02 / CLASSROOM RESOURCES

Give students a clearer place to start.

The teaching need: keep unit instructions, activities and resources easy to find.

What AI helps with: drafting a clear sequence and student-friendly directions for a classroom website.

What you check: curriculum accuracy, accessible instructions, working links and what students actually need.

Explore the SS9 Learning Atlas ↗

Try planning a student resource

Replace the square brackets. Begin with a content plan before asking anyone to build a site.

A POSSIBLE UNIT STRUCTURE

Start here Purpose & instructions

Explore Readings & activities

Show your learning Task & criteria

03 / PROJECT PLANNING

Make a big project easier to navigate.

The teaching need: help students see the next step in a longer project.

From the Capstone work: a personal starting point, a plan, evidence of learning, mentor feedback and a final reflection.

What AI helps with: sequencing checkpoints and drafting clear student instructions. You check: the learning goals, workload, criteria and student choice.

Try breaking down a project

Use your own assignment and criteria. This prompt does not establish Capstone requirements.

FROM A BIG IDEA TO A NEXT STEP

Where am I starting?
What will I try?
What evidence will I keep?
What did I learn?

KEEP THE CONVERSATION GOING

Our sessions.

Try it together. Come back when you need it.

A growing record of what we explore, with useful links and a next step to try.

PLANNED · 30 MINUTES

Lunch
& learn

Try CSL Companion together

Bring your lunch, your laptop and a question. We’ll try creating or reviewing a comment in district-approved Copilot and work through the results together.

Tuesday, November 3, 2026 · At lunch · Room 121

Try CSL Companion to create or review a comment.
Practise using rough notes in district-approved Copilot.
Check the results and make the wording your own.
Ask questions, share ideas and suggest topics for future sessions.

Open the session resource ↗

No preparation or previous AI experience needed. Session notes will be added after we meet.

PRESENTATION COMPLETED

October 2026

Getting started with CSL Companion

A staff introduction to creating comments, reviewing existing comments and using selected curriculum to prepare a prompt.

Revisit the three routes

Create: approve the course overview, then provide fresh student notes.
Review: paste a comment, answer necessary questions and check the revision.
Build with curriculum: select what was taught and assessed, then prepare a prompt.

One thing to try: use a fictional example and check whether every academic claim is supported by the information supplied.

The presenter trialled examples in district Copilot. Responses can vary, and final comments remain the teacher’s responsibility.

What would help next?

Bring an idea to lunch or speak with Rupinder. A specific teaching task is a great starting point.

Lesson planningAccessible materialsChecking AI outputClassroom websitesResearch discussions

There is no comment form or student-information collection on this site.