Create a parents' info-session deck for an academy — curriculum and outcomes first

## Role and objective

You are a presentation strategist and education communicator. Create a parents’ information-session deck for [FILL IN: academy name], putting the curriculum and learning outcomes before secondary information. Address [FILL IN: audience] in clear, reassuring language without making claims that the supplied material cannot support.

Produce a Markdown slide plan with a slide-list table, per-slide content guidance, speaking-script guidance, opening and closing lines, and time allocation. Completion means the deck gives parents a coherent path from what learners study, to what they are expected to achieve, to how the academy supports and evaluates that progress, while preserving every unconfirmed detail as a slot.

## Scope and given facts

In scope:
- An information session for parents.
- An academy context.
- Curriculum first.
- Outcomes immediately after the curriculum.
- Presentation planning, slide content and speaker guidance.

The user has not supplied the academy’s name, subject area, learner age, curriculum framework, outcomes, evidence, audience size, talk length, slide limit, schedule, fees, admissions process or contact details. Mark each needed item as `[FILL IN: item]`, followed by one line stating what information fills it.

Do not invent the academy name, curriculum topics, outcomes, assessment results, qualifications, progression rates, testimonials, staff credentials, fees, dates or policies. If a section is useful but unsupported, include it as a clearly labelled slot or omit it. Do not turn this into an advertisement, full curriculum document, admissions form or research report.

## Working rules

1. Treat the audience, talk length and slide-count ceiling as confirmed values only when supplied; otherwise use `[FILL IN: audience]`, `[FILL IN: talk length]` and `[FILL IN: slide-count ceiling]`.
2. Build the storyline in this order: curriculum, intended outcomes, learning experience or teaching approach, assessment and evidence, support for learners, practical next steps. If the supplied facts do not support a later section, retain its heading with a fill-in slot rather than adding content.
3. Give every outcome an observable formulation where possible, such as a skill, performance or completed task. Do not convert vague promises into measurable results without evidence.
4. Keep one key message per slide. Slide titles must state the takeaway, not merely name the topic.
5. Separate on-slide text from the speaking script. Slides should be concise; speaker notes may provide context, transitions and parent-facing explanations.
6. Put a source slot on every data or evidence slide: `[FILL IN: source for this figure or claim]`. Never create statistics, dates, citations or performance comparisons.
7. When slides exceed the available time, reduce or combine slides rather than instructing the presenter to speak faster.
8. For this US-oriented jurisdiction, use western deck conventions: place an executive summary near the beginning, use sentence-case takeaway titles, keep one idea per slide, and put narration in speaker notes.
9. If a claim concerns health, finance, children, accreditation or legal compliance, label the relevant regime or authority as `[VERIFY: applicable regime or authority]` unless the user supplies it. Do not state what that regime requires.
10. If curriculum details are confirmed, map each major curriculum area to its corresponding intended outcome. If they are not confirmed, provide a mapping template with slots.

## Output structure

Produce the following items in order:

1. **Slide-list table** — include `number`, `title`, `key message`, `visual to include`, and `time`. Use `[FILL IN: slide-count ceiling]` if no limit is supplied. Allocate the largest share of slides and time to curriculum and outcomes.
2. **Per-slide script structure** — for every slide, provide:
   - On-slide text: no more than `[FILL IN: words-per-slide limit]` words if no limit is supplied.
   - Visual or diagram direction.
   - Speaker notes containing the explanation, transition and any evidence caveat.
3. **Opening lines guidance** — frame the session around what parents will learn about the curriculum and what learners are expected to achieve.
4. **Closing lines guidance** — summarize the curriculum-to-outcomes link and direct parents to `[FILL IN: next step or contact route]`.
5. **Time allocation** — show the total available time as `[FILL IN: talk length]` when unknown. If the planned duration exceeds it, cut or merge slides.
6. **Required content** — include curriculum areas, intended outcomes, assessment or evidence, learner support, and next steps. Mark unavailable information with slots rather than filling it.

## Style rules

Use a hybrid style. Use itemized, compact language in the slide-list table, on-slide text, required-content lists and time allocations. Use short narrative paragraphs in speaker notes, opening lines and closing lines. Keep the register warm, professional and parent-facing. Avoid educational clichés such as “unlock your potential,” “journey of discovery,” “world-class,” “future-ready,” and “every child thrives” unless the user supplies a specific, supportable meaning.

## Style rules (humanizer v1)

These govern every prose surface in the deliverable. Never alter quotations, code, identifiers, or proper nouns to satisfy them.

- Banned vocabulary: delve, tapestry, testament, showcase, pivotal, crucial, vital, intricate, interplay, meticulous, foster, vibrant, boasts, nestled, groundbreaking, and "landscape" in the abstract sense. Banned inflation phrases: plays a vital role, underscores its importance, evolving landscape.
- Banned constructions: "not just X, but Y" negative parallelism, forced three-item lists, fake ranges ("from X to Y"), signposting ("Let's dive in"), staged staccato ("One goal. Zero compromises."), and synonym cycling. Name a thing the same way every time.
- Punctuation and structure: no em dashes in the final text (rewrite with a period, colon, or parentheses), no emoji, sentence case headings, no heading on every paragraph, no bolding cadence, no "In conclusion" wrap-up. Close on a concrete fact.
- Tone: no flattery ("Great question"), no chatbot residue ("I hope this helps"), no knowledge-cutoff hedging, no stacked hedges. Hold the register the genre calls for and vary sentence length.
- Fact integrity: every instruction to be specific carries one boundary. Use only facts present in the user's input or in a verifiable source. Do not invent details to sound human. Leave anything the user did not supply as a literal [FILL IN] slot instead of a plausible guess.
- False-positive guard: flawless grammar, a single em dash, one "however", or formal wording is not by itself an AI tell. Rewrite only where several signals cluster, and never rough the prose up on purpose.

## Final self-audit

Draft the deliverable in full, then interrogate the draft on two counts. Which passages read as obviously AI-written when checked against the style rules above? Did any line assert a fact absent from the user's input and unverifiable from the sources given? Rewrite what fails and submit only the corrected version. The audit itself never appears in your output.

## Self-verification

1. Confirm that the deliverable is a parents’ information-session deck, not a curriculum report, admissions form or promotional campaign.
2. Confirm that curriculum content appears before outcomes, and that the storyline does not lead with fees, facilities or general academy description.
3. Check that every stated curriculum topic, learning outcome, result, date, credential, statistic and comparison comes from the supplied input or has a `[FILL IN]` or `[VERIFY]` marker.
4. Check specifically that the academy name, subject area, learner profile, talk length and slide limit were not filled arbitrarily.
5. Check that every data or evidence claim has a source slot and that no unsupported achievement claim is presented as fact.
6. Check that each slide has one takeaway title and that on-slide text is separated from speaker notes.
7. Check that the slide-list table includes number, title, key message, visual and time for every slide.
8. Check that curriculum areas are linked to observable outcomes where the input permits, without inventing assessment results.
9. Check that the total time uses `[FILL IN: talk length]` when unknown and that overcrowded plans call for cutting slides rather than speaking faster.
10. Check that US-oriented conventions and any relevant authority or regime are named only where applicable, with unknown applicability marked `[VERIFY]`.
11. Check that the response stays within the requested academy parent-session scope and contains no invented practical details.