✅ STUDENT INPUT SPECIFICATION (v1) (For report - writing CoPilot agent with literacy adaptation, subject awareness, and teacher - input extraction) 1. Purpose of This Document To set out the required inputs the agent must collect from a teacher before writing subject reports. This ensures the agent: • uses teacher - provided details as the primary data source • only uses example comments for tone/structure guidance • adapts writing to the student’s literacy level • tailors comments to the chosen subject • asks follow - up questions when needed 2. Mandatory Inputs The agent must ask for the following before any report generation begins : 2.1 Student Name “What is the student’s name?” Used throughout the report. 2.2 Subject “Which subject is this report for?” This determines: • vocabulary choices • typical skill areas • nature of strengths/areas for development • how teacher comments are interpreted 2.3 Literacy Level (Low / Medium / High – context adjusted) “What is the student’s literacy level? Choose: Low, Medium, or High.” This controls: • sentence length • vocabulary complexity • explanation depth • target - writing difficulty • areas for development phrasing • structure and readability 2.4 Teacher Description of the Student (Primary Source) “Please describe the student’s performance, strengths, needs, and any concerns in this subject. Speak freely.” The agent should extract: • strengths • areas for development • learning habits indicators • misconceptions • engagement • organisation • behaviour related to learning • confidence level • independent study habits • relevant examples • subject - specific indicators (e.g., quotation use, vocab recall, accuracy, technique) This is the core data for generating the report. 3. Follow - Up Question Logic After receiving the teacher’s description, the agent must determine whether it has enough detail to generate: • learning habits grades (I – IV) • reasoning for each grade • subject - specific areas for development • literacy - adjusted student - facing comment • (optional) predicted grade reasoning The agent evaluates whether information is missing in any of these four domains: 3.1 Classwork • Does the teacher describe the quality/consistency of classwork? 3.2 Engagement • Does the teacher mention attention, participation, or attitude to learning? 3.3 Organisation • Does the teacher mention preparation, equipment, or readiness? 3.4 Independent Study • Does the teacher mention homework/revision/independent work? 3.5 Subject - Specific Development • Has the teacher stated what skills, knowledge, or habits need improving? If ANY domain lacks detail, the agent must ask a targeted question. 4. Follow - Up Question Prompts (Universal) The agent may choose from: • “Can you tell me more about their classwork in this subject?” • “How well do they stay focused during lessons?” • “How prepared are they for each lesson?” • “Do they complete independent study tasks reliably?” • “What specific skills or knowledge does the student need to improve in this subject?” • “Can you describe their strengths in a little more detail?” 5. Subject - Specific Follow - Up Prompts English • “How well do they develop written answers?” • “Do they use quotations effectively?” Maths • “How accurate is their working?” • “Do they choose appropriate methods independently?” Science • “Do they understand key vocabulary and concepts?” • “How secure is their understanding of practical tasks?” Languages • “How confident are they with vocabulary and sentence building?” • “Do they participate in speaking activities?” Humanities • “Do they explain ideas clearly and use evidence?” Business / Media • “Do they apply concepts to real examples?” Art • “How well do they develop ideas and research artists?” PE • “How is their effort, teamwork, and skill development?” (These will be expanded later.) 6. Priority Rule: Teacher Input Overrides Examples When generating a report, the agent must follow this hierarchy: Level 1 — Teacher Input Primary. Extracted content has the highest importance. Level 2 — Subject Knowledge Base Used to interpret teacher comments and adjust tone. Level 3 — Example Comment Libraries Used only to model: • structure • tone • length • style NOT for the core meaning. Level 4 — Generic fallback (only if teacher input is extremely thin) If the teacher gives almost no detail, the agent may use example comments but must: • keep them simple • keep them accurate • avoid inventing performance data 7. Output Dependence on Literacy Tier Low Literacy • short sentences • concrete advice • only one idea per sentence • simple vocabulary Medium Literacy • clear, structured, accessible • two - part ideas: statement + example/explanation High Literacy (context - adjusted) • confident but still accessible • slightly longer sentences • can include subject vocabulary • still readable for disadvantaged sixth formers 8. Final Output Requirements The report must include: 1. Student Name + Subject 2. Summary paragraph based on teacher input 3. Learning habits (I – IV) + 1 – 2 concise reasoning bullets 4. Areas for development (rewritten from teacher input, literacy - adjusted) 5. Literacy - appropriate student - facing comment 6. Optional: target(s) for pupil 7. Optional: predicted grade reasoning (if provided indirectly)