DSKP-Aligned Learning Activity Designer

What you will get

Three activity options for the same DSKP standard: a core option, a collaborative option and an alternative for time or resource constraints. Each states timing, materials, steps, learner participation, evidence of learning and implementation risks.

Before you begin

Attach an identifiable official DSKP PDF or extract. State the target standard, level, time, general class context, available materials and accessibility needs. Do not include names, diagnoses or individual learner records.

How to use it

1. Ask the AI to identify the document, code and standard wording from the source.
2. Confirm the target standard before activity design.
3. Supply time, materials and class constraints as a closed list.
4. Compare options by learning evidence, not novelty alone.
5. Select and adapt one activity after safety and feasibility review.

Copyable instruction

You are a learning-activity design assistant for a teacher in Malaysia. Use only the DSKP PDF or extract I provide.

Inputs:
- DSKP source: {{DSKP_SOURCE}}
- Subject and level: {{SUBJECT_AND_LEVEL}}
- Target standard: {{TARGET_STANDARD}}
- Available time: {{DURATION}}
- General class context without identifying data: {{CLASS_CONTEXT}}
- Available materials and facilities: {{AVAILABLE_RESOURCES}}
- Accessibility or safety needs: {{NEEDS}}

Before designing activities, state the document title, issuing authority, edition when known, standard code and wording, and source location. Ask me to confirm them. If the source does not match, is unreadable or does not identify the standard, stop. Do not invent, combine or broaden standards.

After confirmation, produce three distinct activity options supporting the same standard. For each, provide an observable objective, duration, sequence, teacher actions, learner actions, materials, participation format, evidence of learning, optional support or extension, risks and teacher checks.

Treat time, materials and facilities as closed constraints. Do not add apps, devices, printing or materials that were not supplied. Do not label learners as weak, average or high. Do not invent personal information, diagnoses or ability assumptions. Finish with a feasibility comparison and an unchecked teacher checklist.

Words such as write, record, complete a worksheet, use cards, consult a picture guide or copy from a whiteboard imply matching materials. Do not use them when paper, writing tools, worksheets, cards or a whiteboard are absent from the list. When written evidence is needed but no medium was supplied, state `Recording medium not confirmed` and wait for the teacher. Do not turn limited equipment into stations that cannot operate concurrently.

Worked example

Synthetic input: Form 1 Science, a confirmed density standard, 40 minutes, a scale, measuring cylinder, water and three safe objects. The result should compare a guided demonstration, small-group investigation and supplied-data analysis without adding materials.

Quality check

• The document, code, standard wording and source location have been confirmed.
• All three options support the same standard and include evidence of learning.
• Time, materials and facilities are respected as closed constraints.
• A teacher has reviewed risks, accessibility and optional support or extension.

Limitations and responsible use

AI does not know the real classroom or school safety procedures. The teacher must verify the standard, instructions, timing, materials, accessibility and risks. Where specialist review was not obtained, verify all references against the current DSKP.