Day 16 of 20 · AI for Teachers
Assemblies & Presentations
⏱ 5 min
📊 Beginner
It's Sunday evening. You've just remembered you're leading Monday's assembly on resilience. You haven't planned a thing. You need a script, maybe a story, some audience interaction, and ideally something the children will actually remember past lunchtime.
Sound familiar? Today you'll learn to use AI to generate assembly scripts, presentation content, and CPD session outlines — so the panic-planning stops for good.
Assembly scripts in minutes
A good assembly has a simple structure: hook, message, story, interaction, takeaway. AI is brilliant at following this structure once you tell it what you need.
Here's the prompt template:
"Write a [primary/secondary] school assembly script on [topic]. The assembly should last [X] minutes. Include: an attention-grabbing opening, a short relatable story or example, one moment of audience interaction (a question, a show of hands, or a think-pair-share), and a clear takeaway message the children can remember. Tone: [warm and inspiring / serious and reflective / fun and energetic]."
The key topics that come up every year — resilience, kindness, online safety, anti-bullying, Black History Month, mental health awareness — can all be generated and saved as a bank. One afternoon of prompting gives you an entire year of assemblies.
Knowledge Check
What makes an AI-generated assembly script effective rather than generic?
A
Using the most advanced AI model available
B
Specifying the age group, topic, tone, duration, and type of audience interaction so the output is tailored to your school
C
Keeping the prompt as short as possible
D
Asking AI to copy a famous speech
The more specific your prompt, the more usable the output. Telling AI you want a "Year 3 assembly on kindness with a funny story and a show-of-hands moment, lasting 8 minutes" produces something you can actually deliver. A vague prompt like "write an assembly on kindness" gives you something you'll have to completely rewrite.
The assembly topic bank
Here are prompts for four assemblies that every school needs. Generate all four in one sitting and you've got a month covered:
Resilience: "Write a primary school assembly on resilience. Use the metaphor of learning to ride a bicycle — everyone falls off before they can ride. Include a moment where children share something they found hard at first but can now do easily."
Kindness: "Write a secondary school assembly on everyday kindness. Avoid cliches. Use a real-world example of a small act of kindness that had a big ripple effect. End with a challenge: do one kind thing today that nobody asks you to do."
Online safety: "Write an assembly for Years 5-6 on staying safe online. Make it practical — not scary. Include a scenario where a child receives a message from someone they don't know and walk through the right response step by step."
Anti-bullying: "Write an assembly for KS3 on bystander behaviour in bullying. Focus on the power of the bystander rather than the bully. Include a 'what would you do?' scenario that gets students thinking."
Every great assembly follows this structure. Give AI the framework and it fills in the content — tailored to your topic, age group, and tone.
I need a whole-school assembly on digital wellbeing for primary aged children (Reception to Year 6). It should last about 10 minutes. I want it to be positive — not scary. Include a story, some audience interaction, and a clear takeaway. Make it engaging enough that Reception children stay focused but meaningful enough for Year 6.
Here's your assembly script:
---
**Assembly: Looking After Our Digital Selves**
*Duration: 10 minutes*
**[Opening — 1 min]**
Good morning everyone! I want to start with a question. Put your hand up if you've ever watched a video on a tablet or phone. *[Wait for hands]* Wow, almost everyone! Now keep your hand up if you've ever watched one video... and then another... and then another... and suddenly an hour has gone by. *[Laughter, hands stay up]* You're not alone.
**[Story — 3 min]**
I want to tell you about a boy called Theo. Theo loved watching videos about Minecraft. Every evening after school, he'd sit on the sofa and watch. One video, then another, then another. Before he knew it, it was bedtime — and he hadn't played outside, hadn't talked to his family, and hadn't finished his homework.
One day Theo's mum said, "What if we try something? 30 minutes of screen time, then you do something else — play, draw, go outside — and if you want more screen time later, you can have it."
Theo tried it. And something surprising happened. He started building real Minecraft worlds with cardboard boxes. He taught his little sister how to play. He still watched his videos — but he did other things too. And he felt *better*.
**[Interaction — 2 min]**
Turn to the person next to you. I want you to share: what's one thing you love doing that doesn't involve a screen? *[Give 30 seconds]* Now hands up — who heard something brilliant? *[Take 3-4 answers]*
**[Key Message — 2 min]**
Screens aren't bad. Videos aren't bad. Games aren't bad. But our brains need *variety*. Just like your body needs different foods to stay healthy, your brain needs different activities. Screen time AND outdoor time. Videos AND reading. Games AND playing with friends.
**[Takeaway — 1 min]**
Here's your challenge this week: try the "Theo Rule." After 30 minutes on a screen, do something different for a little while. See how it feels. I think you might be surprised.
Have a wonderful day, everyone.
---
This works across the age range — Reception children connect with the Theo story, Year 6 relate to the screen time habit. Want me to create a follow-up activity for class teachers?
That's perfect. Can you also give me 3 slides I could put on the screen during the assembly?
Here are your three slides:
**Slide 1 — Title Slide:**
Heading: "Looking After Our Digital Selves"
Subheading: "How to feel great online AND offline"
Image suggestion: A cartoon brain juggling different activities (screen, football, book, paintbrush)
**Slide 2 — The Theo Rule:**
Heading: "The Theo Rule"
Bullet 1: "30 minutes of screen time"
Bullet 2: "Then do something different"
Bullet 3: "Come back to screens later if you want"
Image suggestion: A simple timer showing 30 minutes with a smiley face
**Slide 3 — Your Challenge:**
Heading: "This Week's Challenge"
Text: "Try the Theo Rule every day. See how it feels."
Image suggestion: A checklist with days of the week and tick boxes
Want me to write speaker notes for each slide?
↻ Replay conversation
Knowledge Check
Why was the digital wellbeing assembly framed positively rather than as a warning about screen time?
A
Because children don't respond to any kind of warning
B
Because screens aren't actually a problem
C
Because schools aren't allowed to talk about screen time negatively
D
Because a positive frame — "your brain needs variety" — empowers children to make good choices rather than scaring them into avoiding screens
Fear-based messaging tends to backfire with children — they either tune out or become anxious. A positive frame gives children agency. "Your brain needs variety" is a message they can act on. "Screens are bad" is a message they'll ignore because screens are a normal part of their lives.
PowerPoint content and staff presentations
AI is equally useful for staff-facing presentations. CPD sessions, staff meetings, department briefings — they all need structure, content, and often slides.
For CPD sessions, try: "Create a 30-minute CPD session outline for primary school teachers on [topic]. Include: learning objectives, a brief research summary, a practical activity teachers can try in class tomorrow, and discussion questions. Format as a slide-by-slide outline with speaker notes."
For staff meeting agendas, try: "I'm running a 45-minute staff meeting. Topics to cover: [list]. Create an agenda with time allocations, key discussion points for each item, and any decisions that need to be made. Keep it tight — we always overrun."
The "we always overrun" detail matters. When you give AI context about real-world constraints, it produces tighter, more realistic output. Tell it your meeting always drifts. Tell it your staff are tired on Friday afternoons. The more honest you are, the better the result.
Building your presentation bank
Here's the system that saves you the most time: batch-generate and store. Spend one hour generating assembly scripts and presentation outlines for the entire term. Save them in a shared folder. Label them clearly.
When Monday morning comes and you need an assembly in 10 minutes, you're not generating from scratch — you're pulling a pre-made script from your bank and tweaking it for your school context. That's the difference between panicking and being prepared.
Final Check
What's the most time-efficient approach to using AI for assemblies and presentations?
A
Batch-generate scripts and outlines for the whole term in one sitting, then pull from your bank when you need them
B
Use the same assembly script every week
C
Ask a colleague to write them instead
D
Generate each assembly the night before you deliver it
Batch generation is always more efficient than one-off creation. When you sit down to generate, you're already in the right headspace — you've got your prompt templates open, you know the topics, and you can produce a term's worth of content in an hour. Trying to generate one assembly at 7am on Monday morning is stressful and slow.
📚
Day 16 Complete
"One hour of AI-powered batch planning gives you a term's worth of assemblies, presentations, and CPD sessions — ready when you need them."
Tomorrow — Day 17
Curriculum Resources at Scale
Tomorrow you'll build complete resource packs — knowledge organisers, revision guides, and comprehension passages — in 20 minutes flat.