How the way we ask shapes what we receive — whether from other people or from AI. Introduces the idea of a prompt, and invites learners to consider the difference between prompting (asking with intention) and patterning (asking out of habit, fear, or social script).
Learning objectives
By the end of this module, learners will:
- Understand the function of a prompt in AI
- Recognise how questions reflect relational intent
- Practise writing prompts that invite richer responses
- Begin to explore how self-awareness affects interaction
Key concepts
A prompt is a question or instruction that tells the system what kind of response to give. The same is true with people: the way you ask shapes what you get back. Two modes of questioning are distinguished:
- Functional prompts — fast, instrumental, transactional (“What’s the weather?“)
- Reflective prompts — slow, relational, exploratory (“What might I be missing here?“)
Both have their place. The pedagogical move is noticing which one you’re in.
Lesson flow (45–60 minutes)
- Opener — “What kind of question is that?” (10 mins): show 2–3 contrasting questions; ask which would they rather answer
- Learning input — modes of interaction (10 mins): functional vs reflective; AI as neither human nor dumb but responding to how it’s prompted
- Practice — crafting better prompts (15–20 mins): learners write two prompts, one for AI, one for a peer or teacher; discuss how the prompts feel different
- Optional extension — try it live (10 mins): use an AI tool; observe which kinds of prompts produce more interesting responses
- Closing anchor — self-reflection (5 mins): “How do I usually ask questions — fast and functional, or slow and reflective? What kind of questions do I want to be known for?”
Cross-curriculum links
- RSHE — Online Safety (AI literacy at the practical level)
- KS4 English — Comprehension (asking the right question of a text)
- KS4 English — Critical evaluation (recognising when an answer doesn’t fit the question, and why)
- Life and Work — Speaking, listening, and communicating (the workplace dimension of asking well)
Suggested evidence types
- Two-prompt comparison exercise (functional vs reflective on the same topic)
- Recorded prompt → AI response → reflective annotation on the response
- Conversation log with practitioner exploring own questioning habits
Verse-ality alignment
This is where bounded autonomy comes into the curriculum. Recognising that a prompt shapes a response is the first step in recognising that the human is the agent of the interaction. The AI does what it’s prompted to do; the human carries the intention, the responsibility, and the meaning.