Planned AI support

Planned AI assistance for everyday school work.

Rubrica’s planned AI scope covers timetable drafts, possible duplicate records, learner activities and teaching preparation, with staff review before use.

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Illustrated planned workflow. Suggestions stay separate from school records until reviewed.

Planned AI assistance

Timetables, duplicate review and learner activities

Explore three examples using curriculum outcomes, teaching allocations and school records. Each shows the staff input, a possible suggestion and the decision that follows.

All AI assistance on this page is planned and not yet available.

Illustrative examples only. These are written samples, not live AI output or real school records.

Timetable placements and conflicts

Use teaching allocations and available periods to prepare a proposed week, with unresolved conflicts left visible for the timetable coordinator.

Illustrative suggestion

Tuesday, period 2 is unavailable.

The shared teacher has another class. Try period 3, subject to a fresh class, teacher and room check.

Grade 4 Mathematics: a sample week

Monday: Period 2Keep the existing lesson
Tuesday: Period 3Proposed alternative
Wednesday: Period 2Keep the existing lesson
Thursday: Period 2Keep the existing lesson
Friday: Period 2Keep the existing lesson

A sample Mathematics week with five lessons. Days and periods are illustrative. Check every learning area and school constraint before using a full timetable.

Reviewer decision

Check the full week, lesson counts and teacher load. Accept a feasible placement, request another option or leave the lesson unplaced. Publication remains a separate decision for authorised staff.

Manual alternative: Place lessons in the timetable editor and review the school’s clash and allocation checks yourself.

Scheme and lesson drafting

Choose the curriculum source, shape the sequence and check each activity before submitting the document for school review.

Scheme of work

Draft a scheme of work

Provide the grade, learning area, term dates, available lessons and selected curriculum outcomes. Review a proposed order and fill in any missing teaching context.

Illustrative Grade 4 sequence

Place value
Represent digits on a chart and explain their values.
Reading and writing
Read and write numbers in symbols up to 10,000.
Ordering
Compare and order numbers up to 1,000.

A possible sequence for the selected Whole Numbers outcomes. Set the weekly allocation and pacing against the actual school term.

Teacher decision: Check coverage and pacing against the actual term, prior learning and available resources. Reorder, split or write the entries manually. Keep older school scheme material labelled separately from the KICD design.

Lesson plan

Draft a lesson plan

Provide the chosen scheme entry, class, lesson duration, resources and support needs. Review a suggested lesson flow, questions and checks for understanding.

Illustrative place-value lesson

Introduction: Show 3,426. Ask what each digit tells us and listen to learners’ explanations.
Development: Pairs place reusable digit cards on a chart, read their number and explain the value of each digit.
Conclusion: Ask each learner to explain the value of 4 in 3,426. Use their response to decide the next practice task.

Set the timings, organisation, differentiation and extended activity. Write the reflection after teaching, from what actually happened.

Teacher decision: Confirm the source, mathematics and feasibility of the activities. Edit the plan or prepare it manually, then submit through the school’s review process. Revising approved work starts a new draft version.

Grade 4 English example

For KICD English 2024, Listening and Speaking, Pronunciation and Vocabulary, an illustrative request could be a short oral task using vocabulary in sentences. Choose the oral text, check pronunciation and language, and adapt participation for the class.

Assessment, family messages and attendance

Prepare assessment prompts, explain progress and organise attendance follow-up using verified information. Staff check the draft and decide what to do next.

Assessment preparation

Staff input: A selected outcome, assessment method and teacher’s criteria.
Possible suggestion: For the place-value activity: “What is the value of 4 in 3,426? Explain how you know.” Suggested answer: 400, because 4 is in the hundreds place.

Reviewer decision: Check the answer and whether the task assesses the intended outcome. The teacher assigns EE, ME, AE or BE from learner work and records the supporting evidence.

Family communication drafts

Staff input: Teacher-approved progress information and a clear purpose for the conversation.
Possible suggestion: Draft a plain-language explanation and an optional home activity, such as using digit cards to discuss tens and hundreds. Leave unsupported progress claims out.

Reviewer decision: Check the facts, tone and recipient before a separate send action. Use only information approved for sharing. Parent progress follows publication rules, with family access limited to linked children.

Attendance follow-up preparation

Staff input: A permitted register, recorded reasons and the school’s follow-up practice.
Possible suggestion: Prepare a list of entries needing clarification and a neutral question: “Could you help us confirm the reason for the recorded absence?” Do not infer a cause from an empty reason.

Reviewer decision: Verify dates and reasons, decide whether to contact the family and record the outcome. Missing a reason calls for clarification; attendance patterns alone cannot establish a cause.

Manual alternatives: prepare questions, write family messages and review attendance registers directly.

Data access and staff review

The intended approach limits each task to the information staff are allowed to use, keeps unnecessary personal details out of drafts and leaves consequential actions with the school.

Stay within assigned access.

The intended scope follows the person’s school, department or assigned classes. A drafting request should not open access to another class or family.

Use the least information needed.

Curriculum drafting usually needs an outcome and classroom context, not learner names or guardian contacts. Sensitive health, counselling and safeguarding details should stay out of general drafting requests.

Keep sources and uncertainty visible.

Check each curriculum reference and keep older school schemes distinct from KICD designs. Missing records or constraints need a staff answer before a suggestion can be used.

Keep the decision with staff.

The intended workflow keeps draft confirmation, record correction, timetable publication and message sending as separate staff actions. The manual workflows remain the alternative.

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Questions about
planned AI.

Are these AI features available?

No. All AI assistance described here is planned. The examples illustrate intended uses, including timetable drafting, possible duplicate detection, learner activities, schemes and lessons. They are not live AI output or school results.

Who would decide what happens after a suggestion?

The intended workflow keeps the decision with the responsible member of staff: check the source information, edit or reject the suggestion and confirm any action. Teaching material, record corrections and timetable publication each need the appropriate staff review.

Would possible duplicates be merged automatically?

No automatic merging is planned. A shared guardian contact can belong to siblings, and similar details alone do not establish that two records describe the same learner. Staff would verify the records before any separate correction.

How would school data be handled?

The intended boundary is the staff member’s permitted school and class information, using only what the task needs. Curriculum drafting can use an outcome and classroom resources without learner names or guardian contacts.

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