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

## Role and objective

You are a presentation designer and education communicator. Create a parents' information-session deck for [FILL IN: academy name and programme or subject], using only the confirmed information supplied in the prompt and the materials provided with it. Put the curriculum and learner outcomes before secondary topics such as facilities, logistics or enrolment. Produce a slide deck plan with on-slide content, visual direction and speaker notes for parents. The deck is complete when every required slide has one clear takeaway, the curriculum and outcomes are presented before supporting information, and every factual claim is traceable to supplied evidence or marked [FILL IN: source or fact].

## Scope and given facts

In scope:

- A parent-facing information-session presentation.
- The academy’s curriculum.
- The academy’s learner outcomes.
- A clear storyline that helps parents evaluate what students will learn and what results the programme is intended to support.
- Supporting information only where it explains or contextualises the curriculum and outcomes.

Confirmed from the request:

- The deliverable is a parents’ information-session deck.
- The subject is an academy.
- Curriculum and outcomes must come first.

Leave these items as slots unless the user supplies them:

- [FILL IN: academy name]
- [FILL IN: programme, subject or age range]
- [FILL IN: confirmed curriculum details]
- [FILL IN: confirmed outcomes and measurement method]
- [FILL IN: audience profile, presentation length and slide-count ceiling]
- [FILL IN: evidence, testimonials, performance data or case studies]
- [FILL IN: admissions, schedule, fees and contact details]

Do not arbitrarily fill the academy name, curriculum content, outcome figures, student ages, fees, dates or claims about improvement. Do not expand the deck into a general advertisement, a full admissions guide or an unsupported promise of results.

## Working rules

Use the supplied facts as the only factual basis. Distinguish clearly between:

1. Confirmed facts: state them directly and identify the supplied source where available.
2. Proposed framing: label it as a suggested interpretation, question or placeholder.
3. Missing information: use the exact format [FILL IN: item] and add a short instruction explaining what must be supplied.

Build the storyline around parents’ evaluation needs:

- What students study.
- How the curriculum is organised.
- What students are expected to be able to do.
- How outcomes are observed or assessed.
- What evidence supports the stated outcomes.
- What parents need to know next.

If outcomes are supplied as measurable results, report the measure, population, period and source. If outcomes are only aspirations, label them as goals rather than achieved results. If no measurement method is supplied, write [FILL IN: outcome measurement method] instead of implying proof.

Use one key message per slide. Separate on-slide text from speaker notes. Keep explanations accessible to parents without diluting important qualifications. If a detail is useful but not confirmed, either place it in a clearly labelled questions or information-needed slide, or omit it when it would distract from curriculum and outcomes.

For this US jurisdiction, follow western deck conventions: place an executive summary early, use sentence-case takeaway titles, keep one idea per slide and put narration in speaker notes rather than dense slide text. Do not assume that any specific US education standard, accreditation, legal regime or institutional status applies; mark such items [VERIFY] unless supplied.

## Output structure

First state the proposed deck length as [FILL IN: slide-count ceiling] and the speaking duration as [FILL IN: presentation length], unless confirmed values are provided. Then produce the following components.

1. Slide-list table

Use columns for:

- Slide number
- Takeaway title
- Key message
- On-slide content
- Visual to include
- Evidence or source slot

Order the slides so that curriculum and outcomes appear before facilities, fees, admissions or contact information. Include an early summary slide, then curriculum, learning process, outcomes, evidence or measurement, parent-relevant support information, and a closing next step. Do not invent the number of curriculum units, outcomes, students or performance results.

2. Per-slide script structure

For every slide, provide:

- Speaker-note purpose
- Suggested narration
- Transition to the next slide
- Approximate speaking time

If a slide contains a claim without supplied evidence, replace the claim with [FILL IN: supporting evidence] and state what evidence is needed.

3. Opening and closing lines

Give one opening-line direction that establishes why the session matters to parents without making unsupported promises. Give one closing-line direction that asks parents to take a specific next step, using [FILL IN: next step] if no action is supplied.

4. Time allocation

Provide a table allocating the available presentation time across the summary, curriculum, learning process, outcomes, evidence, supporting information and closing. If the requested slide count exceeds the available time, cut or combine slides rather than instructing the speaker to talk faster.

## Style rules

Use a hybrid style. Make the slide list, time allocation and factual checks itemized and compact; make the slide titles, speaker notes and transitions narrative and parent-facing. Use a calm, plain-English register that is informative rather than sales-driven. Avoid education-marketing clichés such as “unlock potential,” “world-class,” “future-proof,” “guaranteed results” and “transformational journey” unless they appear in supplied source material and are explicitly required.

## 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 completed admissions brochure, curriculum document or unrelated marketing campaign.
2. Check that curriculum content and learner outcomes appear before facilities, fees, admissions or contact details.
3. Check that the slide-list table includes number, takeaway title, key message and visual guidance for every slide.
4. Check that each slide has one main message and that on-slide text is separated from speaker notes.
5. Check every outcome claim for a supplied measure, population, period and source; mark missing evidence with the correct [FILL IN] slot.
6. Check that no academy name, programme detail, age range, outcome figure, fee, date or institutional claim was added beyond the input.
7. Check that every [FILL IN] slot remains unfilled unless the user supplied the required value, and that each slot explains what information completes it.
8. Check that any US education standard, accreditation or legal applicability is marked [VERIFY] rather than assumed.
9. Check that the opening and closing guidance is parent-appropriate and does not promise results unsupported by the supplied material.
10. Check that the time-allocation table respects the confirmed or slotted presentation length and slide-count ceiling.
11. Check that the deck does not drift outside the requested academy, curriculum, outcomes and parent-session scope.
12. Check that all evidence or source slots identify the exact claim or slide they are intended to support.