The introduction of automated deduction systems in secondary schools face several bottlenecks, apart the problems related with the curricula and the teachers, the dissonance between the outcomes of the Geometry Automated Theorem Provers and the normal practice of conjecturing and proving in schools is a major barrier to a wider use of such tools in an educational environment. Since the early implementations of Geometry Automated Theorem Provers, applications of Artificial Intelligence methods, synthetic provers based on inference rules and using forward chaining reasoning are considered to be more suited for education proposes. Choosing an appropriate set of rules and a automated method that can use those rules is a major challenge. We discuss one such rule set and its implementation using the geometry deductive databases method. The approach is tested using a set of geometric conjectures that can be the goal of a 7th year class.