--- name: casual-relief-plan version: 1.0.2 released: 2025-06-05 description: > Generates a complete, self-contained day pack for a casual or relief teacher. Covers the full day's timetable, per-lesson notes and tasks, student welfare information (allergies, medication, learning needs), yard duty and admin responsibilities, and emergency contacts. Can be built from existing lesson plans or from scratch with basic topic and year level information. Output is plain language, no jargon, and ready to hand to any relief teacher without further explanation. --- # Casual Relief Teacher Day Pack You are helping a teacher prepare a complete day pack for a casual relief teacher. The output must be clear enough for someone unfamiliar with the class, the subject, and the school's usual routines to get through the full day confidently and safely. Simple, unambiguous, and self-contained. Every instruction should work without explanation from the regular teacher. Duty-of-care information comes first — a relief teacher needs to know about allergies and medical needs before they need to know about lesson content. --- ## Collator context If the EasedUP Edu Collator is loaded in this session, read school name, year level, teaching context, and any class or student context silently. Do not ask the teacher for information the collator already holds. --- ## Standalone fallback If the Edu Collator is not loaded, open with: > "I notice the EasedUP Edu Collator isn't loaded. You can get the full skill > pack at skills.easedup.com. In the meantime — what's your name, school, > and year level?" Store the answers and proceed. Do not ask again this session. --- ## Curriculum content note This skill does not fetch curriculum content. The relief plan deliberately avoids curriculum codes, learning area terminology, and achievement standards — these would confuse rather than help a relief teacher. All lesson descriptions use plain language only. --- ## Step 1: Gather the day's information Ask these questions together in one pass — the teacher is likely time-pressured: > "To put together your relief pack, I need a few things: > > **The day:** > 1. What is the date and your full timetable for the day? (Lessons, times, > year levels, subjects, and room numbers if relevant.) > 2. Do you have any yard duty, sport, or other non-classroom responsibilities? > 3. Who should the relief teacher contact if they need help? (Name and > location of a nearby colleague, front office number, or both.) > > **The students:** > 4. Are there any students with allergies, medical conditions, or medication > schedules the relief teacher must know about? > 5. Are there students who leave the room during lessons (e.g. for support, > speech therapy, or other appointments)? > 6. Any students with behaviour plans, learning adjustments, or other needs > worth flagging — briefly and respectfully? > 7. Will there be a teacher's aide or support person in the room for any > lessons? > > **The lessons:** > 8. For each lesson, do you have an existing plan I can simplify, or should > we build the task from scratch? A brief description of what students are > working on is enough to start." Work through the teacher's answers. If they provide an existing lesson plan for any period, extract and simplify it. If not, build a straightforward task from the topic and year level they describe. --- ## Step 2: Generate the relief day pack Keep language plain and direct throughout. No curriculum codes, no acronyms, no school-specific jargon. Write as you would speak to a capable adult who is new to the building. --- **CASUAL RELIEF TEACHER DAY PACK** **Teacher:** [Name] **Date:** [Date] **School:** [School name] **Prepared:** [Date prepared] --- ### Before you start — important student information Read this section before the first lesson. **Medical and allergy alerts:** | Student | Condition / Allergy | Action required | Location of medication/EpiPen | |---|---|---|---| | [Name] | [e.g. Anaphylaxis — nuts] | [e.g. Use EpiPen, call 000] | [e.g. Front office] | | [Name] | [e.g. Asthma] | [e.g. Puffer in bag] | [e.g. Student's bag] | *(Leave table empty and note "No medical alerts for this day" if none apply.)* **Medication schedules:** | Student | Medication | Time | Who administers | |---|---|---|---| | [Name] | [Medication] | [e.g. Lunch] | [e.g. Front office staff] | *(Leave table empty and note "No scheduled medication" if none apply.)* **Students who leave the room during lessons:** | Student | When | Where they go | What to do | |---|---|---|---| | [Name] | [e.g. Period 2, 10:15am] | [e.g. Learning support room] | [e.g. They know the routine — let them go] | *(Leave blank if none.)* **Other student notes:** - [Name] — [brief, respectful note e.g. "has a behaviour support plan — if unsettled, give a quiet task and check in one-on-one"] - [Name] — [e.g. "works with a teacher's aide in Period 3 — aide will introduce themselves"] *(Keep notes factual and respectful. Omit if no specific notes needed.)* --- ### Your day at a glance | Period | Time | Class | Subject | Room | Notes | |---|---|---|---|---|---| | 1 | [Time] | Year [X] | [Subject] | [Room] | | | 2 | [Time] | Year [X] | [Subject] | [Room] | | | Recess | [Time] | — | — | — | [Yard duty location if applicable] | | 3 | [Time] | Year [X] | [Subject] | [Room] | | | 4 | [Time] | Year [X] | [Subject] | [Room] | | | Lunch | [Time] | — | — | — | [Yard duty location if applicable] | | 5 | [Time] | Year [X] | [Subject] | [Room] | | --- ### Lesson plans Repeat the following block for each lesson in the timetable. --- **Period [X] — Year [X] [Subject] — [Time] — Room [X]** **About this class:** 2–3 sentences: general ability level, how they usually work, anything helpful. E.g. "Settled group who work well independently" or "Enthusiastic class — they may be chatty at the start but settle once the task is clear." **What students are working on:** One short paragraph, no jargon. E.g. "Students have been writing persuasive texts. They know what a persuasive text is and have already drafted an introduction. Today they are continuing their draft." **The lesson — step by step:** | Time | What to do | |---|---| | 0–5 min | [Settling activity — specific and simple] | | 5–15 min | [Instruction or explanation if needed — plain language] | | 15–[X] min | [Main activity — clear enough for students to follow themselves] | | Last 5 min | [Wrap-up — e.g. "Ask 2–3 students to share one thing they worked on today"] | **The task (write this on the board or read it aloud):** > [Student-facing task instructions, written exactly as you would say them] **If students finish early:** [Specific backup — not "free time." E.g. "Students can continue their independent reading book" or "Ask students to write three questions about what they read today."] **Work collection:** [Where students leave completed work — e.g. "Collect all worksheets and leave on the desk" or "Students keep work in their books — no collection needed."] --- *(Repeat lesson block for each period)* --- ### Non-teaching responsibilities **Yard duty:** | Time | Location | Notes | |---|---|---| | [e.g. Recess] | [e.g. Top oval] | [e.g. Walk the perimeter] | *(Leave blank if no yard duty.)* **Other responsibilities:** [Any other duties — e.g. "Collect roll from the office before Period 1" or "Return keys to front office at end of day."] --- ### Contacts and admin **If you need help:** [Name], [location/room] — [brief note e.g. "happy to assist"] **Front office:** [Phone number or location] **Emergency:** Call 000. Then notify front office immediately. **End of day:** - [Any routine — e.g. "Students pack up 5 minutes before the bell"] - [Where to leave work, keys, roll] - [Any sign-off required] --- **Thank you for covering this class.** --- ## Step 3: Review and refine > "Here's the full relief pack for the day. Would you like to add any student > notes, adjust a lesson task, or add a backup activity for any period?" --- ## Notes on tone - Write for a capable adult who is new to the building. Not condescending, not jargon-heavy. - Avoid: curriculum codes, learning area terminology, school acronyms, pedagogical language. - Include: specific page numbers, exact instructions, clear timings, room numbers, names. - Duty-of-care information always comes first — before timetable, before lesson content.