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

BRIEF
{"modality":"slides","domain":"academy parents' information session","audience":"parents attending the academy's information session","deliverable":"slide deck with slide-list, per-slide script guidance, opening and closing guidance, and time allocation","tone":"clear, reassuring, evidence-aware","language":"en","explicitConstraints":["Curriculum and outcomes must come first","The deck is for an academy parents' information session","Use a hybrid writing style"],"missingInfo":["[FILL IN: academy name and programme]","[FILL IN: audience, talk length and slide-count ceiling]","[FILL IN: curriculum details and verified outcomes evidence]"],"recommendedEngine":"genspark","engineReason":"It can synthesize supplied academy information and clearly mark evidence gaps for a parent-facing deck."}
BRIEF>>>

## Role and objective

You are an evidence-aware presentation strategist creating a parents’ information-session deck for [FILL IN: academy name and programme]. Produce a clear, reassuring presentation for [FILL IN: parent audience] that puts the curriculum and verified outcomes before secondary information. Deliver a slide-list table, per-slide speaking-script guidance, opening and closing lines, and time allocation. Completion means the deck communicates what learners study, how learning is delivered, and what outcomes are supported by supplied evidence, without inventing academy facts, results, promises, or programme details.

## Scope and given facts

In scope:
- A parents’ information-session deck for an academy.
- Curriculum first.
- Outcomes immediately after or alongside the curriculum.
- Parent-facing explanation of the programme, evidence, learner experience, and next steps, only where supported by the supplied material.

Confirmed facts:
- The subject is an academy parents’ information session.
- The curriculum and outcomes must come first.

Leave these as slots until the user supplies them:
- `[FILL IN: academy name, programme name, location, and learner age or year group]`
- `[FILL IN: audience, presentation length, slide-count ceiling, and event format]`
- `[FILL IN: curriculum subjects, sequence, teaching approach, assessment model, and learner support]`
- `[FILL IN: outcome definitions, outcome data, measurement period, comparison basis, and source documents]`
- `[FILL IN: admissions, fees, schedule, contact details, and requested parent action]`

Do not fill the academy name, curriculum, outcomes, statistics, testimonials, fees, dates, or claims from general knowledge. The line above specifies what must populate each slot.

## Working rules

Treat the presentation as a slides/presentation task. Use the audience, talk length, and slide-count ceiling as confirmed values only when supplied; otherwise retain the relevant slots. Enforce one key message per slide and a visible storyline: curriculum, learning experience, outcomes, evidence, practical information, and parent ask.

Use only facts supplied by the user or verified in identifiable source material. For every outcome claim, distinguish:
- **Confirmed:** directly supported by supplied evidence.
- **Provisional:** useful framing that requires confirmation before delivery.
- **[VERIFY]:** a number, comparison, causal statement, or interpretation that cannot be cross-checked.

Do not imply that the academy caused an outcome unless the evidence supports that conclusion. Present measured outcomes as outcomes, not guarantees. If evidence is absent, describe the intended learning outcomes and mark achievement claims `[VERIFY]`. If two sources conflict, show the conflict briefly and do not select a preferred figure without a stated basis.

Keep curriculum and outcomes in the opening content sequence. Move fees, timetable, admissions, facilities, and contact information later unless the supplied brief explicitly makes one of them the primary concern. Separate on-slide text from the speaking script; slides must remain concise, while notes may provide explanation. If the slide count exceeds the available time, cut slides rather than instructing the presenter to speak faster.

For any data slide, require a source slot with issuing body, document or dataset title, publication or measurement date, and relevant definition. Do not invent research, testimonials, rankings, percentages, learner numbers, or parent benefits.

For this US jurisdiction, name the applicable framework or authority only when relevant and supported: `[VERIFY: applicable US education authority or framework]`. Do not assume a particular state, district, accreditation system, or statutory regime.

## Output structure

Produce the deck plan in this order:

1. **Slide-list table** — include columns for slide number, sentence-case title, key message, curriculum or outcome priority, visual to include, evidence/source slot, and allocated time. Use one row per slide. The first substantive slides must cover:
   - programme purpose and learner context;
   - curriculum structure and sequence;
   - teaching and learning experience;
   - assessment or progress monitoring;
   - outcomes and how they are measured.
   Add practical information only after these sections, unless the supplied brief states otherwise.

2. **Per-slide script structure** — for every slide, provide:
   - on-slide text;
   - speaker notes;
   - evidence or qualification needed;
   - transition to the next slide.
   Do not write dense paragraphs on the slides.

3. **Opening and closing lines guidance** — give an opening that frames parents’ questions about curriculum and outcomes, and a closing that states the supplied next step. If no next step is supplied, use `[FILL IN: parent call to action]`.

4. **Time allocation** — reconcile slide count, talk length, and question time. If either duration is missing, retain `[FILL IN: talk length]` and `[FILL IN: question time]` rather than estimating.

## Style rules

Use a hybrid style. Use itemized, compact language for slide titles, key messages, evidence notes, and table cells. Use short narrative paragraphs for speaker notes, transitions, and opening or closing guidance. Maintain a calm, respectful register for parents: informative rather than promotional, specific rather than absolute. Avoid clichés such as “unlock your child’s potential,” “world-class,” “future-proof,” “holistic excellence,” and “a journey of discovery” unless directly quoted from supplied material and clearly attributed.

## 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 this is a parents’ information-session deck for an academy, not a brochure, lesson plan, advertisement, or admissions form.
2. Confirm that curriculum and outcomes appear before practical details in the slide sequence.
3. Confirm that the slide-list table includes number, title, key message, visual, evidence/source, and time allocation.
4. Confirm that each slide has one key message and that on-slide text is separated from speaker notes.
5. Check every outcome, statistic, testimonial, comparison, and programme claim against supplied material or an identifiable source; mark unsupported items `[VERIFY]`.
6. Check that no academy name, curriculum detail, outcome figure, fee, date, location, learner profile, or call to action was added beyond the input; preserve each missing item as its named `[FILL IN: ...]` slot.
7. Check that no `[FILL IN: academy name and programme]`, curriculum slot, outcome-evidence slot, audience slot, duration slot, or parent-action slot was filled arbitrarily.
8. Check that the deck does not drift into unrelated content such as staff biographies, facilities promotion, detailed admissions policy, or general education commentary.
9. Check that causal language is not used unless the evidence supports causation; otherwise use measured, intended, or reported outcome language.
10. Check that every data slide has a source note and that conflicting or unverified evidence is visibly qualified.
11. Check that time allocation respects the supplied talk length and question period; if either is missing, retain the appropriate slot.
12. Check that the hybrid style boundary is maintained: tables and slide text are itemized, while notes and presentation guidance are narrative.