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*Please Note: Participants who use Word (Or equivalent) to write their assignments and then copy and paste these into the forum may find that additional extraneous formatting is brought across. To avoid this, either right click in the post window and choose ‘Paste as Plain Text’ or use the keyboard shortcut. Alternatively, you can first paste the content into Notepad (Or similar text editor) and then copy it from here to the topic window.
ASSIGNMENT
Part 1: Participants will design an activity for a specific student using a a tool from the office 365 tools shown and post a short descriptor (150 words minimum) and a link to the presentation/activity and its relevance to the specific learning needs of the student.
Part 2: Reflect on the principles of Cosan the National Framework for teachers Learning. Are teachers’ lifelong learners? Why is CPD so important?
Post both parts 1 & 2 as a reply to this post.
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Part 1: For this activity, I have no access to Microsoft Office and I’m working off a mac so I created a reading comprehension worksheet using Google docs, designed for a 2nd class pupil with reading difficulties. The story, “Max and the Missing Sandwich,” is short and simple to aid comprehension. The worksheet includes three multiple-choice questions with clear layout and spacing to reduce cognitive load.
The text can be read aloud using the Mac’s built-in text-to-speech function. (You select text then right-click select speech and then start speaking). This allows the pupil to follow along at their own pace. This supports both auditory processing and reading confidence without relying on decoding skills. The student then answers the questions by ticking boxes or responding orally.
This activity could be done on Immersive Reader and use Balabolka instead of Mac’s Text to Type feature.
I have attached photos of text to type in google doc as I’m not sure if they are supported in the uploads. I hope this is ok.
Part 2: I started working as a SEN teacher just two years ago. It was a big change for me from mainstream, and to be honest, I still feel like I’m only starting to feel comfortable in the role. Cosán’s principles of inclusivity, collaboration, and reflection really speak to my experience. I believe teachers are lifelong learners because teaching, especially in SEN, is always changing. CPD has been a huge support for me, I did a course before starting and it helped me learn new strategies and understand the role before I started. In a DEIS school, where children often face extra challenges, CPD gives me the confidence to meet their needs more effectively. Ongoing professional development is essential for keeping my practice up-to-date and relevant.
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https://docs.google.com/document/d/1Uf7Us2kQk8VUQyOcxeA3LsK-Ri9zUgY5urbuoWPgxKQ/edit?usp=sharing
Part 1
I have designed a targeted reading lesson for a SET (Special Education Teaching) setting, aimed at supporting a Senior Infant or 1st Class pupil. The main focus of the lesson is on the “ai” digraph, with opportunities to revise tricky words/sight words and practice basic comprehension skills toward the end of the session. To make the lesson accessible and supportive, I would use Microsoft’s Immersive Reader tool. This allows me to change the background colour to reduce visual stress and use the line focus feature, which highlights one sentence at a time to prevent the pupil from feeling overwhelmed by too much text on the screen.
Additionally, I would use the syllables function to help break down longer words like “wagging,” which supports decoding and reading fluency. The picture dictionary tool would also help build vocabulary and boost confidence. Finally, I would use the read-aloud function for the comprehension questions, allowing the pupil to demonstrate understanding without the added challenge of reading additional text independently.
Part 2
Teachers are, without doubt, lifelong learners. Reflecting on my own career over the past twenty years, I can clearly see how much has changed. I began teaching with a blackboard and chalk—there were no laptops, interactive whiteboards, or widespread access to assistive technology. Over time, I’ve had to continually evolve and upskill in response to the changing needs of my pupils, advances in educational research, curriculum updates, policy developments, and rapid technological progress. This ongoing professional development has not only increased my confidence and adaptability as a teacher but has also had a direct, positive impact on the learning experiences of the pupils in my care.
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I completely agree Deirdre—when I graduated, we didn’t have interactive whiteboards, laptops, or access to assistive tech either. Like you, I’ve had to adapt and upskill over the years, especially with the growing focus on inclusion and digital learning and how fast tech is changing, it feels like there’s a constant need to upskill to try to keep up. It’s great to reflect though on how far we’ve come and how CPD continues to shape the way we support pupils today.
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I am a long time in schools but not long teaching nd I feel that every week I am joining some course or another as I feel that there is always something new to learn and feel like this will be my life going forward but I love learning anything new that can help me be a better teacher and all this technology I hope will be beneficial to me and to my students.
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Part 1:
I used Immersive Reader to ask my student to create a short passage about their favourite pasttime, to initiate interest and create a good relationship with the student.
Ryan will use oral discussion to brainstorm different past times and then move to discussing his favourtite past time.
Ryan will open a Word Online Document and he can use speech to text to create sentences about his past time. He will be asked to use adjectives and key grammar in his sentences.
Ryan will then use Imersive Reader to listen to his paragraph read alound. He will use the highlighting option to identify key grammar elements such as verbs and nouns.Ryan will then correct any spelling mistakes that are underlined in red. He will insert full stops to his sentences.
Ryan can then use another microsoft tool – Powerpoint to create a presentation of his past time and find a famous person in this sport/hobby. He can insert images here.Part 2:
Teachers are, without doubt, lifelong learners. I am teaching ten years and reflecting on my initial teacher training to today, I have learned and gained so much from completing courses and upskilling. I feel there is such a need in our profession to continue upskilling. I feel we as teachers learn and grow each year we are in the classroom. Learning is continuly changing and we need to adapt to learners needs. We are human and make mistakes, but learn from this with every year and every child that we meet. We need to adapt to new technologies, changing needs of students, curriculum updates and our diverse culture now seen in schools. I do believe more teacher training
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Hi Roisin. Thanks for your post. You make a great point regarding the importance of continued professional development and learning in the teaching profession. I agree that the sheer pace of change in education is staggering, especially when it comes to technology and digital tools for learning. Teachers must upskill if they want to be effective teachers. One thing you could try in school is to set up a small professional learning group. You could meet once a term to share strategies, educational tools, and tips, and pass on knowledge that you picked up from CPD courses completed. It’s a simple way to keep learning fresh and build a sharing culture amongst staff.
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Part 1:
For this activity, I have no access to Microsoft Office and I’m working off a mac so I created a reading comprehension worksheet using Google docs, designed for a 2nd class pupil with reading difficulties. The story, “Max and the Missing Sandwich,” is short and simple to aid comprehension. The worksheet includes three multiple-choice questions with clear layout and spacing to reduce cognitive load.
The text can be read aloud using the Mac’s built-in text-to-speech function. (You select text then right-click select speech and then start speaking). This allows the pupil to follow along at their own pace. This supports both auditory processing and reading confidence without relying on decoding skills. The student then answers the questions by ticking boxes or responding orally.
This activity could be done on immersive reader and use Balabolka instead of Macs Text to Type feature.
I have attached photos off text to type in google doc as I’m not sure if they are supported in the uploads. I hope this is ok.
Part 2:
I started working as a SEN teacher just two years ago. It was a big change for me from mainstream, and to be honest, I still feel like I’m only starting to feel comfortable in the role. Cosán’s principles of inclusivity, collaboration, and reflection really speak to my experience. I believe teachers are lifelong learners because teaching, especially in SEN, is always changing. CPD has been a huge support for me, I did a course before startinng and it helped me learn new strategies and understand the role before i started. In a DEIS school, where children often face extra challenges, CPD gives me the confidence to meet their needs more effectively. Ongoing professional development is essential for keeping my practice up-to-date and relevant.
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This year I worked with a child who had huge difficulty with their fine motor skills and he found handwriting very difficult. I thought the Hardwriting without tears template that was shown would give this child good guidance and how to form his letters and help him to keep his handwriting in proportion. I found a similar free template online which I will share here:
The dotted line would show the child the height a small letter like ‘s’ should be. Initially I would allow the child to copy a word that I would write, then I would extend this to a sentence.
Part 2:
Teachers are certainly life long learners, CPD is so important as new research and ideas are being developed all the time. I trained as a reading recovery teacher 17 years ago and we still get 6 CPD days every day which is invaluable. CPD gives teachers new ideas to explore with the children while allowing for professional autonomy, one of the principles highlighted in Cosan, so that teachers can choose the learning experience that best suits the individual needs. While engaging in CPD, it is important to acknowledge that teachers learn in various ways and in diverse contexts which is another principle outlined in Cosan.
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Hi Catherine,
Thank you for sharing the handwriting template it’s an excellent resource as you’ve outlined for supporting fine motor development.
On part 2, I completely agree, teachers are lifelong learners, and CPD is essential for staying responsive to evolving student needs. Your example of ongoing CPD through Reading Recovery higlights this. Relevant, timely and ongoing CPD not only enhances our classroom skills but reenergises us as professionals.
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Hi Catherine,
I too had a child with similar difficulties with their fine motor and handwriting. Although this is a great resource to aid their spacial awareness and tracing, I had to also incorporate a lot of sensory and fine motor activities such as threading, tweezers, lacing in order to strengthen their muscles also.
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This Word activity was designed for a student who is struggling with reading simple sentences and blending but needs focused support in developing their comprehension skills. Using Microsoft Word and its built-in Immersive Reader, the activity allows the student to engage with accessible, multisensory reading content in a supportive environment.
The sentences are written using short, decodable words, presented in a clear, dyslexia-friendly font with generous spacing to reduce visual overload. The Immersive Reader tool reads the sentences aloud, enabling the student to both see and hear the text, reinforcing decoding and auditory processing skills. Features like line focus help the student maintain attention by highlighting one line at a time, minimizing distractions and supporting working memory.
After listening to the sentence, the student is presented with multiple picture choices and is asked to circle the image that best matches the sentence’s meaning. This not only targets comprehension but encourages active listening, vocabulary development, and visual association. The format also allows for independent work or guided support depending on the student’s needs.
This activity aligns with Universal Design for Learning (UDL) by providing multiple means of representation and engagement, ensuring the learning content is accessible and meaningful for all learners, especially those with reading difficulties.
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This is a fantastic, well-thought-out activity that thoughtfully integrates technology to support a struggling reader. Using Microsoft Word and Immersive Reader to create a multisensory experience is an excellent way to build both decoding and comprehension skills. The use of short, decodable sentences, a dyslexia-friendly font, and line focus shows real attention to accessibility and learner needs. Incorporating picture choices to reinforce comprehension and vocabulary adds an engaging, interactive element that promotes active learning. It’s also great to see how this aligns with Universal Design for Learning principles, ensuring inclusive access for all students. A brilliant example of purposeful, adaptive teaching!
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This Word activity was designed for a student who is struggling with reading simple sentences and blending but needs focused support in developing their comprehension skills. Using Microsoft Word and its built-in Immersive Reader, the activity allows the student to engage with accessible, multisensory reading content in a supportive environment.
The sentences are written using short, decodable words, presented in a clear, friendly font with generous spacing to reduce visual overload. The Immersive Reader tool reads the sentences aloud, enabling the student to both see and hear the text, reinforcing decoding and auditory processing skills. Features like line focus help the student maintain attention by highlighting one line at a time, minimizing distractions and supporting working memory.
After listening to the sentence, the student is presented with multiple picture choices and is asked to circle the image that best matches the sentence’s meaning. This not only targets comprehension but encourages active listening, vocabulary development, and visual association. The format also allows for independent work or guided support depending on the student’s needs.
This activity aligns with Universal Design for Learning (UDL) by providing multiple means of representation and engagement, ensuring the learning content is accessible and meaningful for all learners, especially those with reading difficulties.
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Part 2
CPD is important to me because it continually opens my eyes to tools and strategies that can genuinely enhance teaching and learning. A few years ago, I completed a course on Attention Autism, something I had never heard of before. It ended up completely transforming how I work with children who have additional needs. I now use Attention Autism strategies regularly in the classroom, and the impact on student engagement, communication, and enjoyment has been incredible.
Even with this current course, I’ve been introduced to tools I wasn’t aware of, like Immersive Reader and Dictate in Microsoft Word. I’m excited to bring them into the classroom, especially to support students who struggle with reading, attention, or processing.
CPD keeps my teaching fresh, reflective, and inclusive. It reminds me that no matter how much experience I gain, there is always something new to learn that can help me better support my students.
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Hi Megan the immersive reader is a great way to adapt content to many learning styles and this activity would certainly increase student engagement. The use of these AT’s really breaks down the task into manageable parts for students providing them with the support they need to complete the task successfully. Thanks for sharing!
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Part 1
https://1drv.ms/w/c/2e011fceb0cf924e/EXuNTLzrmZ5AjUZSsYiYzIABxvanFTrm6yG6IsFnmsz0BA?e=4YX8Lb
This is a reading lesson in SET, designed to allow my student to access the class novel by using AT to remove barriers to his engagement with the novel. Using Microsoft Lens, I will take a picture of the section of the novel that we are studying. I will then export it to Immersive Reader to create an editable text for my student to read. I will adjust the text size and spacing to make the text easier to read. I will also select line focus, to allow my student to follow the text flow more easily. The immersive reader will read the text aloud for my student initially. Afterwards I will highlight specific words to check word recognition. I will use the syllable function to aid with decoding the word coupled with the picture dictionary function to illustrate the meaning of the word visually when needed.
Part 2
Students’ learning cannot exceed teachers’ learning. Education provision is constantly evolving and teachers are called on to adapt to a continuously changing landscape by learning new skills, methodology and terminology.
Our experience of teaching remotely is testament to the fact that teachers can respond with agility to rapid changes in education delivery.
Communities of practice are essential to allow teachers to engage with and share new ideas and practices. Informal COP’s communicate with each other via WhatsApp, Instagram, Youtube, and Facebook. This allows for innovative ideas and best practice to be shared easily and quickly.
In Ireland, we are lucky to have a stream of free online courses readily available to us via the Education Centres. This allows for teacher autonomy, to professionally assess and reflect on their area of need. Furthermore, this flexibility allows teachers, many of whom are caring for children, or parents, to fit their professional learning around their personal lives. Notwithstanding the increasing workload that teachers find themselves dealing with, it is my experience that teachers seek our professional development opportunities.
However, I would caution against making Cosán mandatory as I believe this would only serve to disincentivise teachers and undermine their identity as professionals.
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Hi Claire,
Thank you for sharing this clear and comprehensive overview of how the collection of Microsoft accessibility tools can be used to allow all children in your class access the class novel. Whilst the AT tools are doing plenty, teacher knowledge of the child is huge and this has been demonstrated through the increased font size – similarly the font itself may be changed or the background colours on the document. AT tools open so many doors for children with additional needs, but are only truly transformational when they are used by a teacher with a clear understanding of the child’s needs and interests.
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Hi Claire,
I loved this idea and how inclusive it is for children who struggle to engage in a class novel that is above their reading ability. It is often the case that they have the vocabulary and understanding to engage deeply in the discussion around the novel and the only barrier is that they are unable to keep up with the reading. I feel a lesson like this is empowering to children who may have otherwise need to be withdrawn to access a novel that is at their level. When they are able to get involved in the discussion with their peers, their confidence is likely to get a nice boost from an acitiviy such as this.
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I fully agree with your points. Having free online courses through the Education Centres is a great support for teachers in Ireland. It allows us to choose learning that suits our own needs and to fit it around busy personal lives, especially for those caring for children or parents. Despite growing workloads, many teachers still look for CPD opportunities because they care about doing their best for their pupils.
I also agree that making Cosán mandatory could take away from its purpose. Teachers are professionals who want to grow, and giving them the freedom to choose their learning is important. If it becomes a requirement, it might feel like a box-ticking exercise instead of a meaningful opportunity.
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Hi Claire, I thought this was a simple yet very effective way of catering for the individual learning needs of this child. Many times I have seen how children with reading difficulties struggle to read the class novel. This is good example of the Universal Design for Learning being utilized by good teaching practitioners.
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Part 1:
This activity is designed for a 4th Class student who has been diagnosed with dyslexia and struggles with reading.
Using OneNote, I created a short reading comprehension passage, with accompanying questions placed in a separate section of the notebook.
To support the student, I recorded an audio version of the passage so they can listen and follow along as it is read aloud.
The comprehension questions are presented on a separate page as multiple-choice. I used the To-Do tag feature to make it easy for the student to select their answers. I also included audio recordings for each question and answer option to provide additional support if needed.
https://1drv.ms/o/c/D9879BEB94F06467/En8UHzK2Ih9KhVVgfPNq-z8BGG10mMhqPnGT_aiWvp8wyA
Part 2:
I believe that teachers should be continually upskilling and developing, as education is an ever-evolving profession. Student’s needs are constantly changing, and advances in technology are reshaping the way we teach and learn. Additionally, new research is regularly being conducted, leading to updates in standards and curriculums. To remain effective and responsive educators, we must stay current with these changes and engage in ongoing professional development.
In Ireland we are lucky that our local education centres have courses available in all aspects of teaching and schools are encouraged to allow educators to take part. We also have the added incentive for teachers to engage in Summer courses in return for additional personal days during the school year. This incentive ensures that the majority of teachers will take on training of some description quite regularly which aligns with their role within their school.
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Hi Mary,
This post has some great ideas. I really like the idea of using a voice over of the text so that the child in your class can listen along. The idea of having a to-do tag feature takes away the pressure of having the child writing their own answer while also assessing that they have understood what they have read.
Great Ideas!
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Part 1:
Activity for a 3rd Year Literacy Student who has dyslexia: (40 minute class)
The Teacher will choose a short article. The student will read it using Microsoft’s Immersive Reader tool and carry out relevant activities after.
Step-by-step instructions:
1. Reading using Immersive Reader
Student will use text-to-speech to hear each sentence
Student will use syllable breakdown and line focus
Student will use picture dictionary to understand new words, as required2. Spelling
Teacher will choose 5 key words from the text Student will Use syllable breakdown with Immersive Reader
Teacher will examine spelling “look, say, cover, write, check” for each word3. Writing
Student will write one sentence for each key word
Student will merge sentences into a small paragraphThis activity is relevant to a student with dyslexia as it supports decoding with visual and audio tools, builds spelling skills using step-by-step practice and develops writing skills by scaffolding from words to sentences to paragraph.
Part 2:
The Cosán framework is built on several key principles: professional autonomy, flexibility, relevance, quality, accessibility and impact. On reflection of these principles, I would wholeheartedly agree that Teachers are indeed lifelong learners. It is our responsibility and our duty to continue to grow in our knowledge and to pass our knowledge onto our peers and our students.
Therefore CPD is very important as it introduces us to latest research and studies in education and learning. It is important that we do not get stuck in old habits and thinking, that we continue to grow professionally in order to help our students achieve their absolute potential.
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Part 1: https://docs.google.com/document/d/1cmFEImomE4BbjK-iJnOGBmtJEE-mX1x3fHeALNGGb04/edit?tab=t.0#heading=h.dhu14zy40iy7 For this activity, I designed a reading comprehension task tailored to a first class student who experiences difficulties with decoding words and maintaining attention during reading. The activity is created using Microsoft Sway, a tool available in Office 365 that allows interactive and visually engaging presentations. Sway supports multimedia content (images, audio, text-to-speech), which is especially beneficial for students with reading difficulties.
In this activity, the student is presented with a short story titled “Max the Brave Cat”. The story is broken into short sentences and paired with images to support word recognition. The student listens to the story using Immersive Reader. This helps by reading text aloud, highlighting words as they are spoken, and offering picture dictionaries and translation features.
After reading, the student completes comprehension questions embedded in the Sway. These include multiple choice, matching pictures to events, and sequencing activities. This multimodal approach ensures the student engages with the content both visually and aurally.
Part 2: Cosán, the National Framework for Teachers’ Learning, highlights the importance of continuous, self-directed professional growth. It recognises that teachers are lifelong learners who must adapt to ever-changing educational needs, technologies, and diverse student populations. Lifelong learning ensures that teaching remains relevant, reflective, and responsive. CPD is essential because it empowers teachers to improve their practice, stay updated with curriculum and policy changes, and meet the needs of all learners. CPD fosters collaboration, innovation, and reflective thinking, helping teachers to grow professionally and personally throughout their careers.
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https://docs.google.com/document/d/1oxKFa7YAK5v9mantbM2Re-8w4egmg187DwtlE-KuQVU/edit?tab=t.0
1. This activity I designed using Google docs is for a 1st class student who has difficulty reading. This short story entitled ‘My Puppy’ is followed by 3 questions with multiple choice options for the answers. I have included a puppy dog emoji face beside the title of the story to help the student with their comprehension of what the story is about.
If stuck the student could take a picture of the text using Office Lens and the text will be read back to them immediately. This is a great option for children who are self conscious about not being able to read as well as their peers. The Immersive Reader tool could be used and the child could use the picture dictionary option to help them decipher the words ‘ puppy’, ‘mat’ and ‘ball’. They could also use the Read Aloud feature to help them with the pronunciation of words such as ‘Jake’ and ‘doll’. They could then use the Grammar tool which will break words into syllables for them.2. In my opinion teachers are absolutely life long learners. CPD is so important in helping us keep up to date with how education and technology is continuously evolving. Over the past 19 years as a teacher I have found that all of my summer courses have been invaluable to me in helping me to become the best teacher I can be.
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Hi again Aoife,
Thanks for sharing your activity, unfortunately, I wasn’t able to access the Google Doc due to permissions. That said, from your description, it sounds really well thought out. Using tools like Office Lens and Immersive Reader gives your pupil great independence, and the use of the emoji, as outlined, is a lovely visual cue. Features like Read Aloud and the picture dictionary make the task accessible without drawing attention to the child’s needs.
It’s also great to hear how positive you are about CPD. You’re absolutely right, teaching is a lifelong learning journey, and staying current is key to growing as practitioners.
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This PowerPoint activity https://docs.google.com/presentation/d/1mUHPAPGimv7F5eAB764mU6Ydk1evta5w/edit?usp=sharing&ouid=116580560147595088544&rtpof=true&sd=true
was created using Microsoft PowerPoint, specifically designed to support a 7-year-old child with dyslexia in understanding basic prepositions of location. The presentation focuses on seven key prepositions: on, under, in, in front of, behind, beside, and next to. Each slide features one preposition and a clear, high-contrast image of a mouse interacting with a box (e.g., the mouse is in the box). The text is presented using a dyslexia-friendly font , with large font size, light background colors, and minimal distractions. The visual simplicity and consistent structure across slides allow the student to focus on one concept at a time. The activity is multisensory, encouraging the student to point, speak, or act out the positions shown. This structure supports memory retention, language comprehension, and engagement for this student who struggles with traditional text-heavy instruction. Therefor making it a resource for inclusive, visual learning.-
Part 2
The COSAN National Framework for Teachers’ Learning helps guide teachers in growing and improving their skills throughout their careers. It shows that teachers are lifelong learners because teaching is always changing. We need to keep learning new methods, technology, and ways to support students better. This helps us stay up-to-date and be the best teachers we can be.
Continuing Professional Development (CPD) is very important because it gives teachers chances to learn new things, reflect on their teaching, and share ideas with others. CPD helps teachers improve their knowledge and skills, which directly benefits the children they teach. When teachers keep learning, they become more confident and can create a better classroom environment. This means students get a better education and more support. So, teachers never stop learning because it helps everyone grow and succeed.
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the framework is really ensuring that best practice is across the board and while different teacher may focus on or choose to improve in some areas others will determine a need in another. teacher know what areas they have an interest in developing competency in from the huge range of cpd available from our education centres, ncse, oide and others.
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Part 1: I have decided to create a short lesson for a dyslexic 6 year old, on the ‘ea’ sound. This is something I can use in the upcoming school year.
I created it on google docs, as I am working off a Macbook. The child can use the Mac’s ‘text to speech’ function, and also answer questions using the ‘voice typing’ function too. This is really easy to use. It can also be opened into a word document, if you were using it on a windows laptop.
https://docs.google.com/document/d/1_vPAytQkP0SYnyItnwg7SSoemICHUg6NtORmR2R7ekQ/edit?tab=t.0
Part 2:
I definitely think teachers are lifelong learners. I agree with the statement “teaching is such a complex craft that one lifetime is not enough to master it”. We are constantly being introduced to new ways of teaching, new resources, challenges and obstacles. CPD is essential, as it allows teachers to move with the times, and be able to upskill to support the children in their class. The only constant thing in education is change, and over the last few years of my teaching, I have learned so much. I think the fact that technology is such a big part of children’s lives outside of school, it is only expected that we start using it more in school.
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Part 1;
This activity was created using Microsoft PowerPoint to support a pre-verbal infant pupil with autism, around the social story “A Visit to the Library”. The purpose is to prepare the child for the experience by visually modelling key steps in the routine and supporting understanding through visuals and audio cues.
The presentation uses:
• Core board visuals for each stage of the library visit
• Recorded audio with each slide (“We walk to the library”, “Choose a book”) to reinforce routine vocabulary.
• Simple transitions and uncluttered slides to maintain focus and reduce sensory overload.
This activity helps build predictability, emotional security, and routine comprehension. It supports communication by reinforcing visual language and linking symbols to real-life experiences. It can be revisited before each library trip or used in role-play to scaffold understanding. The child can use their AAC device to follow along with the social story using TD snap app for example.
Link to PowerPoint Presentation: https://1drv.ms/p/c/92a27872eb4c2f7d/Ee0FY3PwPjRHuftiflracQwBDecO_nXfma2mIi98vQ7MvQ?e=dxapu1Part 2:
Cosán, the National Framework for Teachers’ Learning, recognises that teachers are lifelong learners. It emphasises that professional growth is ongoing and shaped by reflection, collaboration, and varied learning experiences.
CPD is vital as it keeps teachers up to date with best practices, evolving curriculum, and diverse student needs. It supports self-reflection, adaptability, and continuous improvement, all of which benefit pupils and school communities.
Cosán encourages a flexible, teacher-led approach to learning that values formal, informal, and collaborative CPD. This empowers teachers to take ownership of their growth and remain effective and inspired throughout their careers.-
Hi Zoe,
Thanks for sharing a descriptor for your social story activity,what a great way to use PowerPoint with core board visuals and self-recorded audio cues to support understanding and routine for an infant pupil with autism. I particularly like the minimalistic approach to slide design, keeping them simple and focused to reduce sensory overload.
To build on this, it might be worth considering adding a few interactive elements, like clickable choices or simple animations, to give the pupil a sense of control and engagement as they move through the story.
Your reflection on Cosán is also well made, highlighting the importance of flexibility and teacher-led learning is mission critical..
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Part 1: Story-Based Literacy Activity Using Microsoft Word and Immersive Reader
For this activity, I created a story-based literacy task using Microsoft Word for a 5th class student with Down Syndrome who has a reading age of approximately 6–7 years. The student has strong verbal reasoning but finds extended reading and writing tasks challenging due to language processing and speech clarity difficulties. I couldnt share the word document so I shared a google docs version instead: https://docs.google.com/document/d/1iBP88KmhKc9Dga0Kr-rQGae5ogpe1UV9x2B1iHTV6iQ/edit?usp=sharing
The task includes a simple, engaging story titled “My Magical Weekend”, followed by five lower-order comprehension questions and one inferential question. The student uses Immersive Reader to listen to the story being read aloud, helping with decoding, word recognition, and pacing. They then use the Dictation tool to speak their answers aloud instead of writing them, removing the barrier of fine motor strain and spelling anxiety.
This approach allows the student to access the content in a way that plays to their strengths, while still targeting key literacy skills. It supports inclusive practice by embedding AT tools already available through Microsoft 365 and aligns with UDL principles, offering multiple means of representation and expression. The activity also helps build independence and engagement through technology they can use confidently and enjoyably.
Part 2:
Part 2: Reflection on Cosán and Lifelong Learning
I completely agree with the idea that teaching is a craft that requires continuous development. Every class, every learner, and every school year presents new challenges and opportunities to grow. The Cosán Framework really highlights how professional learning goes beyond formal CPD—it’s about being reflective, collaborative, and open to improving our practice throughout our careers.
Working more closely in SET and SEN in recent years has shown me just how essential this ongoing learning is. So much of the technology and inclusive practice that we use now (interactive whiteboards, ipads, laptops for students) or are included in this course—like Immersive Reader, Dictation, and the SETT model—weren’t part of my initial teacher training as they were not in schools. Without engaging in CPD, I wouldn’t know about any of these tools that could make a real difference in how I support my students. CPD gives me not just strategies, but confidence. It allows me to meet my students where they are and adapt as their needs evolve.
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Part1: For this activity, I would focus on a 3rd class student with dyslexia who finds it difficult to organise his thoughts for writing. He has great ideas but often gets overwhelmed trying to get them down on paper. I’d use Microsoft OneNote along with the Dictate and Immersive Reader tools to support him. I would start by asking him to talk about his weekend using Dictate, so his ideas get recorded as he speaks. Then, we’d use Immersive Reader to read it back to him. This would help him check if it made sense and make any changes with support. We could finish it off by adding a picture or even a short video clip if relevant. This approach ties in well with the UDL framework—offering different ways for him to express himself and engage with the task. It removes some of the pressure around spelling and handwriting, and allows him to focus on the content of his ideas.
Part 2: I really like the thinking behind Cosán—the idea that teachers are lifelong learners and that professional learning can happen in lots of different ways. It’s not just about courses or formal study; it’s also about collaboration, reflection, and learning through experience in the classroom. That feels very real and relevant to me as a working teacher. In a job that’s always evolving, CPD isn’t a luxury—it’s a necessity. New research, changing technologies, and more diverse learning needs mean we have to keep growing to meet our students where they’re at. I think good CPD should inspire and support us, not just tick boxes. The best learning I’ve done often came from talking with colleagues, trialling something new in class, or reflecting after something didn’t go to plan. Cosán encourages this broader view of learning, which I think is so important. It reminds us that professional development is not about being “finished” or perfect—it’s about being curious, open, and willing to adapt. At the end of the day, the more we learn, the better we can support the children in front of us.
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This activity reminded me of an activity that I completed with a student with dyslexia.
We used to book reader app, which I really recommend. The pupil dictated their ideas for their story and it was read aloud to them. We were then able to edit it as needed. It took the pressure off and they really enjoyed this activity.
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Part 1
This literacy lesson is for a 5th class child with dyslexia. The focus is on reading fluency, comprehension and confidence building. I would only use the first paragraph of the extract initially.
The objective of the lesson is to improve reading fluency and comprehension using assistive technology. Also to build independence in accessing and understanding written texts.
Activities involved:
1. Preparation
The student will take a printed copy of the page from the book.
Use Office Lens on a tablet to scan the page. The app will convert it into digital text and send to Word, where Immersive Reader can be used.
2. Reading with Immersive Reader
Open the scanned text in Immersive Reader.
Allow the student to:
*Listen to the text read aloud.
*Follow along highlighted text.
*Use syllable splitting and line focus to reduce visual clutter.
*Change font style and background colour.
3. Comprehension check
Ask guided questions orally or with visuals, such as:
· Who is the main character in this part of the story?
· What did Lucy expect to find? What did she actually find?
· What words tell us that she was surprised?
4. Reflection and confidence builder
· Let the pupil reflect eg “What did I enjoy about the story?”
· Ask them how using the assistive technology helped eg “Was it easier to understand when it was read aloud?”
The relevance to the specific learning needs of the student is that it provides multisensory access, decoding support, visual stress reduction, independence and confidence building.
https://www.goodreads.com/quotes/10427992-this-must-be-a-simply-enormous-wardrobe-thought-lucy-going
Part 2
I do believe teachers are lifelong learners. I have been teaching over 25 years and am constantly learning new things with regards to my teaching. A perfect example is how much I have learned so far about assistive technology from this course. I wasn’t familiar with Immersive Reader, Office Lens or Dictate in Microsoft Word. I am looking forward to using them in my classroom and also with my own son who is dyslexic.
Cosán’s principles of inclusivity, collaboration and reflection are such an important, integrated part of any teacher’s professional engagement with their job. We are constantly learning new approaches and ways of implementing ideas. We always have to adapt and evolve to meet our student’s ever changing needs. And this is why CPD is so important. We always have something new to learn and CPD enables us to keep up to date with new practices and methodologies and ideas, which in turn, help us meet the ever changing needs of our students.
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Part 1
This literacy lesson is for a 5th class child with dyslexia. The focus is on reading fluency, comprehension and confidence building. I would use the first paragraph only to begin with.
The objective of the lesson is to improve reading fluency and comprehension using assistive technology. Also to build independence in accessing and understanding written texts.
Activities involved:
1. Preparation
The student will take a printed copy of the page from the book.
Use Office Lens on a tablet to scan the page. The app will convert it into digital text and send to Word, where Immersive Reader can be used.
2. Reading with Immersive Reader
Open the scanned text in Immersive Reader.
Allow the student to:
*Listen to the text read aloud.
*Follow along highlighted text.
*Use syllable splitting and line focus to reduce visual clutter.
*Change font style and background colour.
3. Comprehension check
Ask guided questions orally or with visuals, such as:
· Who is the main character in this part of the story?
· What did Lucy expect to find? What did she actually find?
· What words tell us that she was surprised?
4. Reflection and confidence builder
· Let the pupil reflect eg “What did I enjoy about the story?”
· Ask them how using the assistive technology helped eg “Was it easier to understand when it was read aloud?”
https://www.goodreads.com/quotes/10427992-this-must-be-a-simply-enormous-wardrobe-thought-lucy-going
The revelance to the specific learning needs of the student is that the lesson provides multisensory access, decoding support, visual stress reduction, independence and confidence building.
PART 2
I do believe teachers are lifelong learners. I have been teaching over 25 years and am constantly learning new things with regards to my teaching. A perfect example is how much I have learned so far about assistive learning from this course. I wasn’t familiar with Immersive Reader, Office Lens or Dictate in Microsoft Word. I am looking forward to using them in my classroom and also with my own son who is dyslexic.
Cosán’s principles of inclusivity, collaboration and reflection are such an important, integrated part of any teacher’s professional engagement with their job. We are constantly learning new approaches and ways of implementing ideas. We always have to adapt and evolve to meet our student’s ever changing needs. And this is why CPD is so important. We always have something new to learn and CPD enables us to keep up to date with new practices and methodologies and ideas, which in turn, help us meet the ever changing needs of our students.
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Part 1
Activity: Personal Narrative Writing Using Microsoft OneNote and Immersive Reader
Student Profile:
Liam is a 5th-class student with dyslexia who struggles with reading fluency and written expression but has strong verbal storytelling skills.Activity Description:
Liam will use Microsoft OneNote to create a personal narrative about a memorable day. He will first use the Dictate tool to verbally draft his story, allowing him to focus on content without the barrier of spelling or handwriting. After drafting, he will use Immersive Reader to listen back to his work, helping him self-edit for flow and clarity. The teacher will support him in chunking the task into manageable steps.Relevance to Learning Needs:
This activity leverages Liam’s strengths in oral language while supporting his difficulties with decoding and encoding text. Dictation removes the barrier of spelling, while Immersive Reader reinforces word recognition and comprehension. It also promotes independence and boosts confidence in written tasks, aligning with the SETT model by matching tools to his individual needs, environment, and task demands.Part 2
The COSÁN framework highlights that teachers are indeed lifelong learners, committed to continuous professional development (CPD) to enhance their practice and meet the evolving needs of learners. It encourages reflection, collaboration, and personalised learning pathways. CPD is vital because it fosters professional growth, keeps teachers updated with educational advancements, and ultimately improves student outcomes. By engaging in ongoing learning, teachers model the value of education, adapt to diverse classroom needs, and maintain high standards. COSÁN supports this by recognising diverse forms of learning, both formal and informal, empowering teachers to take ownership of their professional journey.
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Hi Elaine,
Thanks for outlining how you would apply the SETT model in your classroom. Using tools like Dictate and Immersive Reader to support Liam’s strengths while addressing his learning needs is a good example of matching supports to both the student and the task. It’s also good to see how you’ve considered the classroom environment and broken the activity into manageable steps.
Your reflection on Cosán is well made. The emphasis on personalised learning and professional growth aligns with the kind of planning you’ve described. You’ve also highlighted how important CPD is and how it needs to be flexible, reflective and responsive to ever-evolving classroom needs.
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The lesson is for a 2nd class student with dyslexia. The learning objective is to complete a cloze procedure with word support. The original pdf document has been converted to a Microsoft Word document so that the student can use the immersive reader tool. In this way the lesson is being adapted from a traditional paper and pencil approach, to suit the specific learning needs of the student as per the Universal Design for Learning Framework. The immersive reader tool will improve the student’s ability to read the cloze procedure by allowing them, for example, to focus on one line at a time, to increase the spacing between the words to reduce visual crowding and to have it read the passage to them. They can also change the background colours to suit their individual needs. The use of the immersive reader will help the student to identify the correct word, to hear any syntactical errors (so they can recognise when word choices don’t ‘sound right’ etc.
Teachers should be lifelong learners, to deliver best practice in the classrooms of a rapidly changing teaching and learning landscape. Continued professional development is an integral part of the role.
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Hi Aimee,
Thanks for sharing the Google link. This is a clear and practical example of how a lesson can be adapted using a UDL approach. As you outlined, converting the cloze procedure into a Word document to enable Immersive Reader shows how a small change can make a lesson more accessible for a 2nd class student with dyslexia. AS you mooted, features like line focus, text-to-speech, and adjustable spacing help reduce reading barriers and support independent learning.
On CPD, I couldn’t agree with you more, teachers by their very nature need to be lifelong learners and always be ready to upskill, as staying current with tools and strategies is essential for meeting diverse learning needs in today’s classrooms.
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Part 1: Activity – “My History Project Planner” using Microsoft To Do.
A 6th Class student who frequently difficulties with executive function skills—specifically, initiating tasks, breaking down huge assignments, and managing deadlines—is the target of this activity. Multi-step projects might overwhelm her, so she prefers graphic, easy-to-follow checklists and a sense of achievement when chores are finished.
In this assignment, the student manages a multi-part history project with the aid of Microsoft To Do. With primary tasks and subtasks (such as “Research Key Events” with subtasks like “Find 3 facts”), the instructor prepares a “History Project” list. It will be possible to add reminders and mark due dates. Putting a “done” mark on tasks gives the student motivation and visible feedback. Setting priorities is aided by the “My Day” function. By externalising the planning process, this method makes tasks less intimidating and gives the student the confidence to handle their workload on their own. It also helps them develop the self-control and organisational abilities necessary for success in school. Cognitive burden is decreased by segmenting tasks into manageable chunks. A clear project path is provided by the digital checklist. Scaffolding is provided by deadlines, reminders, and completion tracking. Positive behaviours are reinforced and confidence is increased through visual progress.
Part 2:
Our idea of good teaching is significantly shaped by the Cosán framework, which emphasises that a teacher’s career path is one of constant progression across knowledge, practice, and values. It emphasises that teaching is a dynamic profession that requires constant adaptation and improvement rather than a static job. The Universal Design for Learning (UDL) framework, which promotes adaptable learning environments that address a range of needs from the start, is closely linked to the Cosán principles, especially those pertaining to professional knowledge (such as comprehending learners and learning). Every student cohort has different origins, learning preferences, and demands. Furthermore, what worked yesterday might not work as well tomorrow due to the quick speed of technological advancement, changing pedagogical research, and societal changes. Teachers must continuously update their toolkit and repertoire of tactics in order to adopt UDL and truly execute an inclusive curriculum. This calls for a dedication to continual learning, going beyond initial credentials to adopt an attitude of constant inquiry and development. Continuing Professional Development (CPD) is essential for this very reason. CPD gives educators the organised chance to interact with fresh concepts, consider their work, and learn new abilities. It enables them to learn more about neurodiversity, experiment with state-of-the-art assistive technology, and hone their skills in creating accessible instructional materials. Teachers run the risk of stagnating without strong CPD, unable to meet the complex and varied demands of contemporary classrooms. It gives them the ability to stay on the cutting edge of best practices in education and guarantee that each student has a fair and stimulating educational experience.
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Part 1: This creative writing activity supports 2nd Class EAL students by integrating voice typing, translation, and text-to-speech tools to make writing accessible and engaging. Students begin by using voice typing to dictate their ideas one sentence at a time, reducing pressure on spelling and writing skills. The spoken sentences are then translated into English (or Irish), helping students understand and build vocabulary in context. Using a text-to-speech extension, students can listen to the translated text, reinforcing correct pronunciation and comprehension. This multimodal approach supports language acquisition through listening, speaking, reading, and writing. It allows EAL learners to express their creativity without language barriers, while actively learning new words and structures. Technology plays a crucial role by offering immediate support, feedback, and opportunities for independent learning. The activity fosters confidence, motivation, and meaningful engagement with the English language, helping students develop both their literacy and oral language skills in a fun, student-centered way.
Document made using goggle docs link: https://docs.google.com/document/d/1o-vd41bwRWDIk5dJyFhDleErDrthAdawrHK02m8sX9U/edit?tab=t.0
Part 2: I am only beginning my teaching career as an NQT and can already see the neccesity of CPD in teaching. Even more so now as the classroom is evolving more and more than it probably ever has before, between student needs, student diversity, curriculum changes and advancements in policy and pedagogy.
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This activity is designed so that a 7 year old child in 1st class with no English, can participate in a whole class reading comprehension activity. The teacher will preload the text to Microsoft Word and enable the Read Aloud function (either in English or the child’s language) and the picture dictionary. Microsoft Translator can also be used and if the child is literate in their own language, they can read along on the screen.
To engage with the activities, the teacher provides picture cards representing the key events, the characters, the setting and the emotions present in the story. The cards can be used by the child to give their input and engage with the discussion. The teacher can add audio recordings of the questions in the child’s native language using Microsoft Translator’s “conversation” mode.
To enable further engagement, the child can use MS Dictate to say their answer in their own language and then use Translator to convert it to English. This option may be better in small group settings depending on the availability of speakers and noise levels.Part 2
Yes teachers should be lifelong learners so that we can adapt to the ever changing environment in which we work. In primary school, the class sizes vary, the number of different types of additional needs varies from year to year, technology and methodologies change, as well as the curriculum. CPD is so important so that we can stay up to date and use the best practices for the context. Approaches also change in the profession and new and better ways of working are always emerging. I think there’s a professional responsibility to try and provide the best educational experience we can for our students. -
Part 1
My activity would be focused on the following reading comprehension:“C:\Users\35389\Documents\Summer Course 2025\Recount story.pdf”
It would be a reading activity aimed at a child in the senior classes which could be followed by comprehension questions, vocabulary work or a recount writing activity. I would use the immersive reader, which is available in the new Edge browser to support a child with dyslexia to help them comprehend the text. The PDF can be converted to a word document using Microsoft word. Options such as the line focus option will help avoid visual crowding and is one way in which the immersive reader can support a child with dyslexia. It also contains a built in picture dictionary. Some children with dyslexia benefit massively from visual aids and the picture dictionary is a great way of assisting and supporting these visual learners. The ‘Dictate’ option in Word is another assistive technology that could be used to support a child with dyslexia creating their own recount story after reading through the example provided. All they will need to do is talk and the tool will complete their writing for them, thereby reducing stress and worry over spelling.
Part 2
Teachers are most certainly lifelong learners in my opinion. The curriculum has changed three times since I began teaching and the ways in a teacher is expected to deliver on new curriculum objectives are constantly changing. There has been massive advancements in technology in the last three decades and teachers have moved with the times to use these advancements for the benefit of their students. Without CPD, teachers would not have been in a position to do this in an effective manner and students with specific needs would not have been catered for in the bespoke ways they have been.
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Hi Aidan,
Thanks for sharing your activity idea. Unfortunately, as the PDF file is saved locally I can’t open and in turn others won’t be able to access it directly but not to worry The key takeaway is how you’re using the content and tools to support learning in your SET Classroom which you’ve already clearly outlined in this post.
Your plan to use use Immersive Reader and Dictate in Word to support pupils with dyslexia is an example of an inclusive approach and how AT should be used, particularly, as you’ve already mooted, the pupils can use features like line focus and the picture dictionary so they can focus on the content and it’s meaning instead of decoding. This will certainly improve comprehension and lessen learner anxiety.
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Part one
I opened Mr Stink by David Walliams and using Microsoft Lens I took a photo of page one of the book. I then saved it to Microsoft office. On my laptop I opened office and copied the text. I then opened the Reading Coach App on Microsoft and created a new practice single passage and named it Mr Stink page one. I saved this as a reading coach practice. I entered the date and created a link. https://coach.microsoft.com/join/815321
This is a lovely activity for homework or for a small class activity to embed learning in school. The child can use the link and repeat the activity until satisfied with results.
Part two
Fundamentally we are living through an era of change and for teaching to remain relevant, engaging, meaningful and ultimately successful we must ensure that we are up to date on the latest ideas, resources and thinking. I completed my entire schooling and my first few years of teaching entirely with blackboard and chalk (with some ultra-modern green-roller-board and chalk, and of course the overhead projector and marker!). Times have changed and the resources are so much better. Lessons are now learning experiences and children are presenting with different abilities and backgrounds. CPD is needed to keep up with the change and ensure we are offering the best education we are capable of giving our learners. Lifelong learning for teachers rather than a necessity is a fantastic resource and fun entrance to open all the possibilities for our modern classrooms
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https://docs.google.com/document/d/1Efo8tUn2MsPdfWoTgKcPDYOjxtJbNkTp/edit?pli=1
Part 1: Reading Activity
I created a Google document about ‘Luna the Brave Dog’ comprehension for a student with reading or language difficulties such as EAL learners. It contains a very short narrative and picture to guide the story, supported with multiple choice questions and some vocabulary matching.As I am using Google Docs on a macbook, it can be used in conjunction with The Immersive Reader to allow the student to read to use this feature to read the text aloud.It also allows the student to speak their answers instead of writing. It provides a combination of visual, auditory and verbal support. Images and larger fonts can also be used to also assist the student with the activity.
Part 2: Teachers are absolutely life-long learners and it is good to set this example towards our students. Education and curriculums, technology are constantly evolving and its vital that teachers upskill accordingly. CPD is essential to allow teachers to stay current and up to date, deepen their understanding and knowledge and adopt updated teaching methodologies and practices.
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https://docs.google.com/document/d/1Efo8tUn2MsPdfWoTgKcPDYOjxtJbNkTp/edit?pli=1
Part 1: Reading Activity
I created a Google document about ‘Luna the Brave Dog’ comprehension for a student with reading or language difficulties such as EAL learners. It contains a very short narrative and picture to guide the story, supported with multiple choice questions and some vocabulary matching.As I am using Google Docs on a macbook, it can be used in conjunction with The Immersive Reader to allow the student to read to use this feature to read the text aloud.It also allows the student to speak their answers instead of writing. It provides a combination of visual, auditory and verbal support. Images and larger fonts can also be used to also assist the student with the activity.
Part 2: Teachers are absolutely life-long learners and it is good to set this example towards our students. Education and curriculums, technology are constantly evolving and its vital that teachers upskill accordingly. CPD is essential to allow teachers to stay current and up to date, deepen their understanding and knowledge and adopt updated teaching methodologies and practices.
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I have designed a simple text in OneNote based on the theme of ‘Myself’ and pupils will view through Immersive reader. The pupil, who is a reluctant reader and has autism and Dyslexia, will be asked to listen to the text being read aloud. This could be done at the independent station and explored independently at first and repeated over a couple of days. The background will be yellow coloured and font size and spacing enlarged through Immersive Reader. The pupil will then be challenged after several days to work with the teacher to extend this writing about themselves. They could research together using Family photos on Powerpoint and then the pupil could dictate some further myself facts and these could be converted to text and added to the piece.
Cosán is a framework which takes the following into consideration: professional autonomy, flexibility, relevance, quality, accessibility, acknowledgement, and impact. This recognises that teachers as professionals have the independence to take responsibility for their own professional development and can recognise areas for development according to their own circumstances. Cosán recognises the diverse range of methods teachers can use to develop professionally and that there is no size fits all approach. The essence of Cosán is that the quality of the teacher –learning process is enhanced. Cosán acknowledges that all teachers should have access to development opportunities. Cosán also recognises the broad range of approaches to professional development and the impact such practices can have in improving pupils’ learning. Mentoring/coaching, learning through practice, collaboration, professional contributions, reading, and immersive professional activities are all viable options in the CPD journey of a teacher.
All teachers are lifelong learners and Cosán recognises the journey that teachers embark on to continually improve and strive for excellence in enhancing the teacher-learning process. -
I have designed a simple text in OneNote based on the theme of ‘Myself’ and pupils will view through Immersive reader. The pupil, who is a reluctant reader and has autism and Dyslexia, will be asked to listen to the text being read aloud. This could be done at the independent station and explored independently at first and repeated over a couple of days. The background will be yellow coloured and font size and spacing enlarged through Immersive Reader. The pupil will then be challenged after several days to work with the teacher to extend this writing about themselves. They could research together using Family photos on Powerpoint and then the pupil could dictate some further myself facts and these could be converted to text and added to the piece.
Cosán is a framework which takes the following into consideration: professional autonomy, flexibility, relevance, quality, accessibility, acknowledgement, and impact. This recognises that teachers as professionals have the independence to take responsibility for their own professional development and can recognise areas for development according to their own circumstances. Cosán recognises the diverse range of methods teachers can use to develop professionally and that there is no size fits all approach. The essence of Cosán is that the quality of the teacher –learning process is enhanced. Cosán acknowledges that all teachers should have access to development opportunities. Cosán also recognises the broad range of approaches to professional development and the impact such practices can have in improving pupils’ learning. Mentoring/coaching, learning through practice, collaboration, professional contributions, reading, and immersive professional activities are all viable options in the CPD journey of a teacher.
All teachers are lifelong learners and Cosán recognises the journey that teachers embark on to continually improve and strive for excellence in enhancing the teacher-learning process. -
Part 1: I unfortunately do not have access to Immersive Reader as I am working off a very old laptop.
I will be using a new laptop in September so I will put my new learnings to use then.
My idea is to use a preschool book called. ‘The Lion Inside’ to work with a 3rd/4th class pupil, with literacy difficulties who has a younger sibling.
The target is that the older child will be able to read the book to their younger sibling with confidence.
The line focus option will help avoid visual crowding. The picture dictionary is an excellent tool. Spacing and text font and colour can all help in allowing the child to access the text.
Apologies about not being able to add a link.Part 2:
The COSAN National Framework for Teachers’ Learning helps guide teachers in growing and improving their skills throughout their careers. It shows that teachers are lifelong learners as teaching and society is constantly evolving and changing. We need to keep learning new methods and ways to support students better.
This helps to keep us current and confident in our teaching.
CPD is now widely available in all areas and is more accessible for those with busy home lives whereby courses are offered online and can be completed at your own pace. -
Part 1 – PowerPoint Activity: Rock Types and Rock Hunt (5th/6th Special Class)
This activity was designed for a 5th/6th special class to support science learning through clear, accessible digital content. The PowerPoint presentation introduces three main types of rocks; igneous, sedimentary, and metamorphic, using simple language, supportive visuals, and recorded audio explanations on each slide to reinforce understanding.
The presentation was created using the Open Dyslexic font, chosen to support students with reading difficulties. This font will only display correctly if installed on the user’s device but it’s free and can be widely found online. Layout and spacing have also been carefully designed to reduce cognitive load and improve readability.
The lesson concludes with a hands-on rock hunt around the school grounds. Pupils are encouraged to find real rocks and classify them based on what they’ve learned. They then use the free Rock Identifier app to verify their guesses. This task supports multiple means of engagement, representation, and expression, making it a good example of UDL in action.
The Cosán Framework recognises that teachers are lifelong learners, and I strongly agree. As our classrooms become increasingly diverse and technology-rich, the demands on teachers to differentiate, include, and innovate continue to grow.
Part 2 – Cosán
Cosán promotes a personalised, self-directed approach to professional learning. For me, CPD is one of the main factors that prevents teachers from getting bored or becoming stale. There is always something new happening in education I have seen how it can change teachers once embraced. CPD enhances not only technical competence but also teachers’ capacity to adapt lessons for SEN learners, embed UDL principles, and support wellbeing through SEL approaches.
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For this activity I chose a reading passage suitable for a 3rd class pupil with Dyslexia. I had a particular student from my last term in school that I had in mind for this. She needed help with reading fluency and comprehension. She loves dogs so this passage would be of interest to her. I chose to use Immersive Reader. I’ve had to use Microsoft Edge to complete this. I have adapted the font to Comic Sans and changed the background colour to yellow. However, I would check this background colour with my pupil before we start reading. I have also used the syllables function and line focus to help with word recognition and decoding. After reading each paragraph I would ask her to predict what might happen next. I would also encourage her to highlight a word she doesn’t know and use the Picture Dictionary. The Dictate option could be used to go through what has been read and then I would ask quick comprehension questions:
Why did Max run out of the garden?
What happened to the balloon?
How did Anna find Max?
Can you name 3 places Max passed?
As a nice concluding activity I would ask her to draw a picture about the story to ensure she comprehended the text. Also, this particular girl likes to draw.Teachers are definitely life long learners. Things are constantly evolving and changing and we, as professionals, need to upskill ourselves to ensure that we provide the children with the best learning experiences possible. As teachers, we all have different experiences and choose cpd that is most appropriate to our classrooms and schools. The Cosán framework highlights the flexibility in pursuing relevant learning opportunities. I started in SEN last year and had no idea where to start so I completed a summer cpd course in that area. This gave me a great start but I am still learning new ideas as no one size fits all. This course is helping me with the AT side of things. I have seen teachers in my school undertake so many independent cpd courses to help them this past year alone as well as whole staff cpd that we have all completed.
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Hi Rachel,
Thank you for your post. I think you have raised some excellent points around Cosán and lifelong learning within this profession. It is essential that we continue to upskill and become aware of various approaches that may be emerging across different subject areas. This will be especially true with the onset of the new curriculum specifications in September. However, it is a pity that there is not more time allowed for this during the school day. There is exceptional CPD being offered by education centres and Oide, but it often falls in the evening time which can exclude those with other commitments from attending, even though they would love to do so.
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Unfortunately I don’t have access to immersive reader on my personal laptop at home as it’s very old (word 2016). However, I know that from the videos I’ve viewed on this course and from my own research that it is an excellent and user friendly tool that I can bring into the SET classroom in the coming school year. I will be supporting one student in particular with severe dyslexia. The lesson would be related to magic e words which she finds very challenging. I would prepare a decodable piece of reading on fairies as this is an area of interest for her. I would use immersive reader to enable the read aloud tool for her. I’d turn on line focus (1 line at a time). I would adjust font spacing and background color for readability. The picture dictionary feature would work well to help her with difficult words. After the piece has been read, I would include some questions that she has to answer using the dictate tool in microsoft. She has just received approval for AT so I’m looking forward to being able to support her more with AT in the coming year using immersive reader in particular.
The Cosán framework supports teachers in becoming life long learners. It is vital that we take on this responsibility to continuously grow and learn alongside the diverse nature of our job. Social, cultural and technological changes in schools means we must learn and adapt to an ever changing environment. We are lucky that education centres provide a great variety of upskilling workshops and webinars to support our life long learning. Summer courses also help us in areas that we may know little about. We are constantly learning. This is what keeps the job interesting. CPD plays an important role in helping us to work well in our teaching roles.
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Part 1
For this assignment, I have designed a CVC, CCVC and CVCC book for children in the early stages of reading using PowerPoint. The idea is to start by asking the student to write, read and use a CVC word per slide. The student can record his own voice, draw a picture, pick a photo or use the word in a sentence. It is recommendable to select words they could use on a daily basis. After this, the students should move on to CCVC and CCVC words, more complex and we could even ask them to think of longer sentences or more complex contexts. Finally, we can combine two or three words per slide and encourage the students to read aloud, write a story or design a song. The purpose of this activity is adding more difficulty gradually and motivating the students to use the words in different ways.
Part 2
I agree with the idea that teachers are lifelong learners especially if you are working in a SET position. Technology changes very quickly and we need to be trained to offer the students the best teaching possible. Devices evolved, websites upgraded and the only way to know how to use them is constantly learning and putting this knowledge into practice in the classroom.
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The point about teachers being lifelong learners, especially in a SET position, is very true, Nieves. This is an important part of using digital technologies in the classroom. The pace of change in technology is incredible, and what works today might be outdated tomorrow. It is always important to stay current, keep up with the latest approaches, and make sure that your students have access to the best possible tools and technologies.
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TASK 3
For a pupil in my 3rd class SET group who has expressive language difficulties and a diagnosis of autism, I designed a visual storytelling task using Microsoft PowerPoint. This pupil finds it difficult to organise his thoughts and becomes anxious when asked to complete traditional written tasks. He is also a visual learner with strong interests in daily routines and familiar topics.
The PowerPoint activity allows him to build a story around his weekend routine using a structured template. Each slide represented one part of his day, such as “I wake up,” “I go to the shop,” or “I play with my dog.” He can choose images, either from the internet or his photos, and can record simple voice clips to match. He can then type or dictate short sentences using the immersive reader dictation tool.
This approach supported both oral language and sequencing. Most importantly, it allowed him to express himself with confidence in a safe and structured way.Powerpoint linked here:
weekend story.odpPart 2: Reflection on Cosán and Lifelong Learning
As a SET teacher working with a diverse mix of learners, I have come to realise that professional development is not just helpful, it is essential. Cosán reminds us that learning is not something we leave behind once we finish college. It is a continuous path we walk every day in our classrooms.
For me, CPD is not about ticking boxes. It is about staying awake and curious in my practice. Whether it is learning how to use a new assistive technology tool, deepening my understanding of dyslexia, or collaborating with an SNA, each experience feeds directly back into how I support my pupils. The children I work with are all different, and their needs change, so I must keep changing too.
Cosán encourages reflection, collaboration, and ownership. That feels empowering. It places value on the quiet but constant growth that teachers engage in. We are lifelong learners, and in this job, we need to be.-
https://drive.google.com/file/d/1Cz_oshgafZGXEjcjQ9e45q0kbcvaPO1W/view?usp=sharing
Apologies, the correct link is attached here.
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Part 1
For this task, I designed an activity for a specific student using Microsoft Sway from the Office 365 suite. The student I had in mind benefits from highly visual, interactive content and finds large blocks of text challenging. I created a Sway presentation on the life cycle of a butterfly, incorporating images, short video clips, and key vocabulary with simple definitions. The presentation allows the student to work through the content at their own pace, with built-in comprehension questions at intervals to check understanding. This format supports both their visual learning style and their need for short, engaging learning chunks. The link to the presentation can be found here: [insert link]. I chose this tool because it gives the student control over how they navigate the material while still guiding them through the core learning objectives.Part 2
I believe teachers are definitely lifelong learners. The profession is constantly evolving, whether through changes in curriculum, advances in technology, or emerging insights into how students learn best. Cosán reminds us that our professional learning doesn’t stop once we qualify – in fact, it’s just the starting point. CPD is essential because it helps us to reflect on our practice, stay informed about best practice, and adapt to meet the diverse needs of our students. It also keeps our teaching fresh, relevant, and engaging. For me, CPD isn’t just about compliance; it’s about curiosity, growth, and ensuring I can give my students the very best learning experiences possible. -
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Part 1 – This literacy lesson is designed for a Third Class student (aged 8–9) who also has dyslexia. The lesson combines an interest based and engaging space-themed short story, “Liam’s Star”, with comprehension activities that encourage reading, listening, and inference skills. The content is age-appropriate, using accessible vocabulary and a narrative that promotes curiosity about space.
The lesson makes use of Microsoft Word’s Read Aloud and Immersive Reader features to support reading fluency and comprehension, reducing the decoding load so the student can focus on meaning. The comprehension section includes a mix of multiple choice, true/false (inference), and open-ended questions, allowing the student to demonstrate understanding in varied ways. The creative drawing activity reinforces the topic while offering a non-verbal means of expression.
https://1drv.ms/w/s!Ai51OyQ3-gk7hgj9UxwaDTtcZEdL?e=EUj7Kc
Part 2- Cosán, the National Framework for Teachers’ Learning, recognises that teachers are not only educators but also lifelong learners. I have come to see this as a central part of my own professional identity. Teaching is constantly evolving – not simply because of curriculum changes, but because the needs of our classrooms are ever-changing. Every year, I meet pupils with new strengths, challenges, and backgrounds, which means my approach must remain flexible and responsive.
Continuous Professional Development (CPD) is therefore not an optional extra; it is essential. It allows me to refresh my practice, explore new strategies, and adopt tools that have a tangible impact on learning. Recently, gaining confidence in using Office 365 accessibility features has enabled me to provide more inclusive and equitable learning experiences, particularly for students with dyslexia or autism.
Engaging in CPD also deepens my empathy. By stepping into the role of a learner, I better understand the persistence, curiosity, and resilience I hope to foster in my pupils. CPD is more than professional growth—it is a commitment to ensuring every child has the best possible opportunity to succeed. -
Part 1:
I created this OneNote lesson for a first class pupil with dyslexia improve their spelling by using visual cues and phonics reinforcement. I created a OneNote page with a table listing target words on it. I left one column blank for the pupil to type the word from memory. Each word is broken into syllables or sound chunks with different colours highlighting each part. I would get the pupil to click on the Immersive Reader feature so that they can hear each word read aloud. This would support both the visual and auditory learning. The pupil could then practise spelling by first tracing over the coloured word and then typing it without colour. They could then put the word into a short sentence. This could help the pupil by hopefully increasing memory retention and building confidence through repeated practice in a structured, accessible way.
https://1drv.ms/o/c/51f4063b59cdfaa1/Ek-XEEF9NxtBmZwf1QL9XhsBkl5mEMRke3NpRIw2OJBtTw?e=rQm3zz
Part 2: Reflection on Cosan framework
Teachers are definitely life long learners. We are constantly adapting and developing our skills to meet the needs of our pupils and the curriculum. Over the years I have engaged in many CPD courses and find that implementing small changes little and often works best for me. I think it is important for teachers to keep up to date with curriculum changes and also for teachers to reflect on their lessons so that they can adapt and improve them according to the pupils’ needs. I have found that developing my digital skills has really benefitted me in the classroom as well as making lessons more interesting and appealing to my class.
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Part 1:
I created this OneNote lesson to help a pupil with dyslexia improve spelling by using visual cues and phonics reinforcement. I created a OneNote page with a table listing target words on it. I left one column blank for the pupil to type the word from memory. Each word is broken into syllables or sound chunks with different colours highlighting each part. I would get the pupil to click on the Immersive Reader feature so that they can hear each word read aloud. This would support both the visual and auditory learning. The pupil could then practise spelling by first tracing over the coloured word and then typing it without colour. They could then put the word into a short sentence. This could help the pupil by hopefully increasing memory retention and building confidence through repeated practice in a structured, accessible way.Part 2: Reflection on Cosan framework
Teachers are definitely life long learners. We are constantly adapting and developing our skills to meet the needs of our pupils and the curriculum. Over the years I have engaged in many CPD courses and find that implementing small changes little and often works best for me. I think it is important for teachers to keep up to date with curriculum changes and also for teachers to reflect on their lessons so that they can adapt and improve them according to the pupils’ needs. I have found that developing my digital skills has really benefitted me in the classroom as well as making lessons more interesting and appealing to my class.https://1drv.ms/o/c/51f4063b59cdfaa1/Ek-XEEF9NxtBmZwf1QL9XhsBkl5mEMRke3NpRIw2OJBtTw?e=H6J7IA
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Part 1:
I created this OneNote lesson to help a pupil with dyslexia improve spelling by using visual cues and phonics reinforcement. I created a OneNote page with a table listing target words (e.g., train, ship, frog) on it. I left one column blank for the pupil to type the word from memory. Each word is broken into syllables or sound chunks with different colours highlighting each part (e.g., tr in blue, ain in green). I would get the pupil to click on the Immersive Reader feature so that they can hear each word read aloud. This would support both the visual and auditory learning. The pupil could then practise spelling by first tracing over the coloured word and then typing it without colour. They could then put the word into a short sentence. This could help the pupil by hopefully increasing memory retention and building confidence through repeated practice in a structured, accessible way.
https://1drv.ms/o/c/51f4063b59cdfaa1/Ek-XEEF9NxtBmZwf1QL9XhsBkl5mEMRke3NpRIw2OJBtTw?e=98qKHn
Part 2: Reflection on Cosan framework
Teachers are definitely life long learners. We are constantly adapting and developing our skills to meet the needs of our pupils and the curriculum. Over the years I have engaged in many CPD courses and find that implementing small changes little and often works best for me. I think it is important for teachers to keep up to date with curriculum changes and also for teachers to reflect on their lessons so that they can adapt and improve them according to the pupils’ needs. I have found that developing my digital skills has really benefitted me in the classroom as well as making lessons more interesting and appealing to my class.
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Part 1:
I created this OneNote lesson to help a pupil with dyslexia improve spelling by using visual cues and phonics reinforcement. I created a OneNote page with a table listing target words on it. I left one column blank for the pupil to type the word from memory. Each word is broken into syllables or sound chunks with different colours highlighting each part. I would get the pupil to click on the Immersive Reader feature so that they can hear each word read aloud. This would support both the visual and auditory learning. The pupil could then practise spelling by first tracing over the coloured word and then typing it without colour. They could then put the word into a short sentence. This could help the pupil by hopefully increasing memory retention and building confidence through repeated practice in a structured, accessible way.
https://1drv.ms/o/c/51f4063b59cdfaa1/Ek-XEEF9NxtBmZwf1QL9XhsBkl5mEMRke3NpRIw2OJBtTw?e=UkQArz
Part 2: Reflection on Cosan framework
Teachers are definitely life long learners. We are constantly adapting and developing our skills to meet the needs of our pupils and the curriculum. Over the years I have engaged in many CPD courses and find that implementing small changes little and often works best for me. I think it is important for teachers to keep up to date with curriculum changes and also for teachers to reflect on their lessons so that they can adapt and improve them according to the pupils’ needs. I have found that developing my digital skills has really benefitted me in the classroom as well as making lessons more interesting and appealing to my class.
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Part 1
I designed an activity using Microsoft powerpoint. It is for a 2nd class student who has difficulty remembering long vowel sounds in words . I called it Long vowel detective. There is one slide for each long vowel with four words to choose from underneath. The child must select the correct word to place beside the vowel sound. I also included audio of each sound . The lesson can be extended by student using dictate to list to name other words with ee sound and add them to correct slide . Further follow up could be to insert pictures of long vowel sound words.
long_vowel_sound_activity.pptx
Part 2
The Cosán framework is great in that it makes people aware that teachers are lifelong learners and are striving to improve their teaching methodologies constantly. We as teachers are very aware that students learning can only be improved and enhanced by the quality of teachers learning. The world we live in is constantly changing and we need to be prepared. Use of assistive technology and all forms of tech has increased hugely in recent years for example. CPD helps us to do this as it builds on our professional autonomy and sets out the standards that guide teacher learning. It also validates all the different ways we as teachers learn personally, collaboratively, individually ,
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This Word activity was created for a pupil who is finding it difficult to read simple sentences and blend sounds but requires targeted support to develop their comprehension skills. By using Microsoft Word alongside its built-in Immersive Reader, the activity offers accessible, multisensory reading content within a supportive and inclusive learning environment.
The sentences are constructed using short, decodable words and are presented in a dyslexia-friendly font with generous spacing to reduce visual stress and cognitive load. Immersive Reader reads the sentences aloud, allowing the pupil to see and hear the text simultaneously. This dual input supports both decoding and auditory processing. Features such as line focus are particularly useful, as they highlight one line at a time, helping to sustain attention and support working memory.
Following each sentence, the pupil is presented with multiple picture choices and asked to circle the image that best represents the sentence’s meaning. This part of the task not only reinforces comprehension but also promotes active listening, vocabulary development, and visual association. Depending on the pupil’s needs, the activity can be completed independently or with guided support.
This activity reflects the principles of Universal Design for Learning (UDL) by offering multiple means of representation and engagement. It ensures the learning content is accessible, meaningful, and responsive to individual needs—particularly for pupils experiencing reading difficulties—while encouraging confidence and independence in their learning journey.
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I have created a comprehension sample passage, called ‘The Lost Teddy’ for a 5 to 6 year old including a picture grid and multiple choice section. I will be mainly teaching the junior children this coming academic year and the tools in Microsoft 365 will definitely be features I will be using.
I would use Immersive Reader to read the text aloud to the children, this is such a good feature for children who are struggling with reading or need additional support. It also highlights the text as it is read aloud, helping the children to connect the written word with sound. I would also change the speed of the read aloud function , the voice and the font size.
You could also use Powerpoint for interactive activities : animation features or audio recordings would work well here too.
Teachers are most definitely life long learners, as CPD is necessary on an ongoing basis for professional development. Over the years, we have moved to an IT world and it is just amazing to see what can be achieved through the use of structured IPad programs. Cosan principles include inclusivity and collaboration and this is vitally important for me as a teacher in an ASD classroom. Ongoing professional development keeps my teaching relevant and very up to date.
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Hi Yvonne. Thanks for your post. Immersive Reader is a great way to take the pressure off early readers. Adjusting the speed and font size can make a big difference for those who need to read at a slower pace. One thing you might try alongside the audio and highlighting is to build in a way for children to show what they’ve understood without relying solely on text. For example, after listening to the story, you could have them draw or arrange pictures on a tablet (using something like Whiteboard or another simple drawing app) to retell the key points in sequence. It can be particularly helpful for pupils in an ASD setting who benefit from visual supports.
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I have created a comprehension sample passage, called ‘The Lost Teddy’ for a 5 to 6 year old including a picture grid and multiple choice section. I will be mainly teaching the junior children this coming academic year and the tools in Microsoft 365 will definitely be features I will be using.
I would use Immersive Reader to read the text aloud to the children, this is such a good feature for children who are struggling with reading or need additional support. It also highlights the text as it is read aloud, helping the children to connect the written word with sound. I would also change the speed of the read aloud function , the voice and the font size.
You could also use Powerpoint for interactive activities : animation features or audio recordings would work well here too.
Teachers are most definitely life long learners, as CPD is necessary on an ongoing basis for professional development. Over the years, we have moved to an IT world and it is just amazing to see what can be achieved through the use of structured IPad programs. Cosan principles include inclusivity and collaberation and this is vitally important for me as a teacher in an ASD classroom. Ongoing professional development keeps my teaching relevant and very up to date.
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Part 1:This worksheet is designed for a child who struggles with reading and benefits from additional support in decoding and understanding text. It includes a short, simple story written with high-frequency words and clear sentence structure. The activity works alongside Immersive Reader, allowing the child to hear the story read aloud, follow along with the text, and replay individual words as needed. Hearing the word, seeing it highlighted, and breaking it into syllables supports both auditory and visual learning.
link :https://docs.google.com/document/d/1X5EV6M-PNwMzXbL3NCcCjMKjd_Kn9Ge8kpt04CydUpc/edit?usp=sharing
Part 2:
As an NQT, I have not yet taken part in formal CPD, but I recognise its value in supporting teachers as lifelong learners. Education is constantly evolving, and CPD enables us to keep pace with new approaches, tools, and methodologies. Principles such as inclusivity, collaboration, and reflection are central to effective teaching, allowing educators to adapt their practice and meet the changing needs of learners. Engaging in CPD ensures we remain current and able to foster interest and engagement in the classroom. -
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Part 1:
For this activity I selected a pupil who recently joined our school in 3rd class. This pupil arrived in Ireland with no English and as a result was very isolated and unable to access the curriculum in the classroom. For this particular task I have selected google docs immersive reader or more specifically the read&write chrome extension as we are a Google Workspace School. The activity is based on a comprehension around Winter in Ireland and with the use of the read&write chrome extension this specific EAL pupil can use the picture dictionary to gain awareness of winter in Ireland making the content accessible for the pupil..Additionally the option to translate the document within google docs makes this task more accessible for the pupil and helps remove the anxiety around being unable to access the content which english speaking students find less challenging.
Part 2:Cosán supports teachers to keep learning throughout their entire careers. This framework is highly adaptive, as it allows us to select activities, courses, and CPD that are suitable for our own school settings. It extends beyond formal learning to include the importance of colleague discussions, reading and researching topics of interest or those important for specific children, as well as working collaboratively in a classroom and learning through these interactions.
In teaching, there is so much we need to be well-educated on, yet we also encounter new challenges and interventions daily, which we, as lifelong learners, endeavour to research. I personally believe there is always more to learn in our jobs, and sometimes this can feel rather overwhelming.
Each area of teaching — from Mainstream Class Teacher, to SET Teacher, to Autism Class Teacher, to Home School Liaison, to Deputy Principal, to Principal, to AP Post Holders — comes with a steep learning curve. Just when you feel like you are close to having a handle on it, new research or an intervention emerges. Yet, as teachers, we continue to learn and make our classrooms dynamic and inclusive environments where everyone is welcome and there are many ways to learn.
CPD helps us keep our teaching up to date, improves learning for students, encourages teamwork, and supports the well-being of everyone, by giving us control over how we learn and opportunities to share ideas.
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https://docs.google.com/document/d/1yNGzl_dGHjGh8UuJa_DvsQ7w5NNFl5o5Vfu21ZzNfWk/edit?usp=sharing
Student: First Class EAL Student
Lesson: Recount the story Goldilocks and the Three Bears – retelling a familiar story using correct language: first, next, then, finally
AT Used: I used the Google Translate images function in Google Docs to translate the storybook used by dropping the images into Google Translate Images.
Drag image into images box
Select language
Google Translate will directly change the text on the image you inserted into whatever language your EAL child would like to read in.
This could also be done in reverse so that the child could read their own storybooks from home into English – This would enable them to use their prior knowledge of a story written in their first language and use this to learn their new language (English).I had previously used a classroom ipad for translating images directly, but found that live text can jump and is too small and difficult to read. By preparing the images of the pages being read beforehand using Google Translate images, the child had access to clearer text which was easier to read. I have just shown the cover here as it was a lovely visual for the child showing their own language but keeping the same illustrations as the other children when is very inclusive and child friendly.
We are a Google Docs school so I then used the Helperbird Add-on to use the Immersive Reader function in Google Docs which enabled all the immersive reader functions such as read aloud, changing font size, changing background colours etc for the following text heavy pages. This is a great Assistive Technology to have access to, and I am delighted to have discovered Helperbird – thanks to Paul Monroe here!
I have previously had EAL children with zero English join our classroom, and struggled to find resources to help them. My IT skills are slightly outdated, but I now feel confident that I have this excellent resource (Helperbird / immersive reader) ready to go should another EAL child arrive.
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Part 2:
I entered teaching late in my career, so yes I feel that Teaching involves lifelong learning. The jump and strides being made in technology alone is enough for teachers to work on their CPD courses just to keep up! I found this particular course very informative and feel empowered to use assistive technology more effectively in my classroom going forward.
I also found the Cosán framework is a fantastic support to enable teachers to keep learning throughout their careers. The adaptability of Cosán is impressive in that it enables teachers to select CPD courses which are useful for their own classrooms, students and school settings, and supports collaborative learning, peer learning, and collegiality among staff in general.
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Part 1: This comprehension activity has been made using Microsoft Forms, as an assessment tool. It is designed for a 4th Class student who is dyslexic and requires a read aloud/ immersive reader function. In this way, the student is receiving the same assessment as those around them, but with assistive features that allow them to access the text and utilize their comprehension skills. They could use Office Lens to read the text/ read with a partner/ read with the teacher, depending on the need. The multi-choice option is also a useful feature for students who struggle with writing/typing. However, if the teacher did wish to include one question where the student is required to type an answer, they could form their answer in a OneNote, applying predictive text/ text to speech, then have Microsoft Forms read aloud their answer so they can check it before submitting.
Link: https://forms.cloud.microsoft/r/yE64NdCg64
Part 2: The Cosán Framework outlines the importance of upskilling for teachers, remaining lifelong learners and viewing our teaching career as a pathway. With the advancements in technology taking place all of the time, it is evident that we as teachers must ensure we are engaging with training and CPD in order to ensure we are bringing the best to our students.
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This activity is aimed at a student in 4th Class using Microsoft PowerPoint from Office 365. This activity integrates creativity, literacy and basic ICT skills.
Learning Objectives:
– To improve digital literacy by using basic PowerPoint features (text,images,design)
– To enhance writing and storytelling skills
– To foster creativity by designing their dream imaginary pet.Task: The student will create a 4 slide PowerPoint presentation about their dream imaginary pet that they will invent. They will name it, describe it and explain where it lives and what it eats.
Supports: The template with slide titles and simple instructions will be provided. Powerpoint dictation tool can be used to support writing. The student has the option to record a narration for each slide using the ‘record slide’ feature.
Link to slideshow (copied on to google docs for the purpose of being able to share it here) https://docs.google.com/presentation/d/1Z8DsNR84XF285kxI_Ng5biMSkd1gU-fzMZHdHXGdPmI/edit?usp=sharing
Part 2:
COSAN is built on values that promote refelction and inquiry, support career-long professional learning, recognise the professionalism and autonomy of teachers and link learning to impact. This lifelong learning mindset is essential because teaching is dynamic—influenced by changing curricula, pedagogy, technology, policy, and society itself. Teachers who stop learning risk becoming disconnected from current best practices and learner needs. This is why CPD is so important for teachers. -
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Part 1: For this activity I would focus on a 1st or 2nd class student who has been struggling to decode words. He has particular difficulty with multi-syllabic words. Immersive Reader has so many functions which would help students who are struggling to read. The text to speech feature is an option but when focusing on decoding, I think the child should try themselves first and use the other features available. I would input the text into Immersive Reader. When the child is reading it and comes across a word he is struggling to decode, he would write the word on his worksheet. He then would use the syllables feature to break down the word into its syllables. He would write these syllables into the ‘Syllable’ column on the worksheet. He then would try to decode the word. If still, he could not decode the word he could use the picture dictionary for a hint or use the text to speech option. He would then read the word syllabically from his worksheet and then blend the syllables together to say the full word. He would count the syllables in the word and sort the word into the four columns underneath, i.e 1 syllable, 2 syllables etc. He would create a bank of words that he learned in that lesson.
https://docs.google.com/document/d/1FMoJ4s3dHrX4SOdYDgRsiS6Meu4IjJdrDCo7q0W-Wt8/edit?usp=sharing
Part 2: Yes, teachers are lifelong learners. This is reflected in the principles of Cosan. Cosan acknowledges that teachers have a responsibility to take ownership of their professional development. Teachers seek learning experiences that are relevant to their own needs and needs of their pupils. This changes on a yearly basis when a new set of pupils are sitting in front of you. Therefore, teachers need to be constantly upgrading their skills and knowledge to cater to the needs of their pupils.
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Part 1
Back in Module 3, I designed an interactive sequencing activity for a child with SEN using Microsoft PowerPoint. The task had clickable slides with audio instructions built in, along with visuals that guided the pupil through each step. The idea was that they could work through the sequence at their own pace without needing constant teacher prompts. This gave them a sense of independence while still keeping the activity structured and accessible. By using PowerPoint in this way, I was able to take a tool we already had in school and adapt it into something much more interactive and inclusive. Looking back now, I can see how it ties in with the Office 365 tools we’ve been exploring, and how it could be expanded for literacy or numeracy support across other lessons.Part 2
Cosán really hits home the fact that we’re never finished learning as teachers. After seven years in SEN, I can honestly say every year throws up new challenges and new learning. CPD is key because classrooms keep changing – new digital tools, new approaches, and new needs walking through the door every September. For me, doing courses like this builds my confidence and keeps me from falling into old habits. It also sparks good chats with colleagues, where we can swap ideas and actually improve practice together. That’s the heart of Cosán for me – professional learning isn’t a tick-box exercise, it’s what keeps us moving forward and makes sure the kids are getting the best out of us. -
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Part 1:
I copied a piece of comprehension into Microsoft Lens app and showed the pupil the different options available using the immersive feature on this app. I wanted the pupil to listen to the piece being read aloud in a large text format using a voice and background that was pleasing to the pupil. I also included a number of questions ranging in order from low to high to assess the pupil’s understanding of the text. I used this format to support the needs of this pupil as I had previously assessed the child and knew he was well able to listen to a comprehension but was weak when it came to reading it.
Immersive reader feature as part of this lesson provided the support this child needed to access the text so that he could fully understand it and therefore progressed his learning in the area of comprehension. This also helped to nuture his self esteem and confidence in his ability to read a text.Part 2:
Teachers are always willing participants in the journey of learning. Whatever works is usually my mantra. I will adapt to the needs of the child that’s in front of me. I embrace failure in my classroom. I strongly believe that we must fail and be encouraged to try again. Once any individual grasps this concept from an early age, they will keep trying until they succeed. That’s really what I strive to do in my classroom is to promote a positive culture of learning and that it is ok to get something wrong and to keep trying. I have been working in SEN for the past 2 years and spent many years prior to this working across the mainstream levels. I understand the path I have chosen. The nature of the job evolves and we are faced with new challenges all the time. I suppose you could say that we are used to change and understand its overall importance if it means that a child will develop better whether it be cognitively, spiritually, physically, etc. -
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For some activities I will use a digital reading journal in OneNote. I normally provide a short passage. The student can use Immersive Reader to adjust text size, spacing, and background color, or listen to the passage read aloud. After reading, the student records a short voice note summarizing the main idea.
I can get teh kids to write a short creative story using Dictate (speech-to-text). They can then use Immersive Reader to listen back to their writing and edit for clarity. I provide sentence starters and word banks in the document to support vocabulary.
I open the Word template, add reading passage or instructions using accessible formatting (large headings, clear fonts, short paragraphs). The kids read the content, using Immersive Reader if desired, and responds with short written or oral answers.
Part 2
I think Cosán reminds us that teachers are lifelong learners. Teaching isn’t something you just qualify in and then stop growing—it’s constantly changing as society, technology, and our students’ needs change. Every group of students is different, so we’re always adapting and finding new ways to support them.
That’s why CPD is so important. It keeps us up to date with new strategies, research, and tools, especially when it comes to inclusion and supporting diverse learners, like those with dyslexia. CPD also gives us the chance to learn from each other, reflect on our practice, and build confidence.
At its core, Cosán puts student learning and well-being at the centre, but it also values teacher agency, giving us ownership over our learning. For me, it reinforces the idea that when teachers continue to learn and grow, our students benefit too.
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Part 1:
For this activity, I designed a PowerPoint “podcast” for a student to share their summer holiday experiences. The student has specific learning needs, including difficulties with expressive language and written communication, which can make traditional oral presentations or written assignments challenging and sometimes overwhelming. Using a PowerPoint podcast allows the student to combine visual, auditory, and textual elements, providing multiple ways to express ideas and demonstrate learning, which aligns with Universal Design for Learning (UDL) principles.
The visual slides support memory and sequencing by providing prompts for each part of the story, while the audio narration allows the student to record their own voice, reducing the pressure of live speaking and building confidence. Adding images or symbols reinforces comprehension and gives the student a tangible way to connect ideas. The digital format also allows for repeated practice and editing, giving the student control over their learning and encouraging independence.
This approach is effective because it caters to the student’s strengths while providing scaffolds for areas of difficulty, supporting engagement, motivation, and self-expression. It also creates a multimodal learning experience that develops literacy, communication, and digital skills simultaneously. By using a familiar and creative tool like PowerPoint, the student can participate meaningfully, feel successful, and share their experiences in an accessible and enjoyable way.
https://docs.google.com/presentation/d/1j0jn-4ZAxeuKSJtTangJE84b4pDgRTU2ftUKWb-iTrI/edit?usp=sharing
Part 2:
I strongly agree with the principles of COSÁN, the National Framework for Teachers’ Learning, which emphasises that teachers are lifelong learners and should continually develop their professional knowledge and skills. COSÁN recognises that teaching is a dynamic profession, requiring educators to adapt to evolving curricula, diverse student needs, and new technologies. By engaging in ongoing professional development (CPD), teachers can enhance their practice, implement innovative teaching strategies, and respond effectively to the changing educational landscape.
I believe that CPD is essential because it ensures teachers remain informed, reflective, and responsive practitioners. Lifelong learning allows teachers to refine their pedagogy, explore evidence-based approaches, and support student outcomes more effectively. For example, engaging with CPD on assistive technology and inclusive practices has shown me how even small adjustments can make learning more accessible for all students.
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Part 1:
The tool I have chosen is One Note for a second class EAL student who finds reading fluency and decoding words difficult. This tool allows the particular child to access our class novel. As immersive reader is built in this child can have the text read back to them. This would help build reading fluency for this child. The line focus would also really help this child. Being able to change the text size and spacing would really help this child access our class novel more easily and make it more accessible. The picture dictionary would also be excellent for this student as any word they don’t understand it gives them a visual. One Note allows words to be broken up into syllables which would be great to help this student decode words and develop reading fluency. The translation function would also be very beneficial for this child as English is not their first language. This would aid comprehension and understanding for this child.
Part 2:
Yes I do believe teachers are lifelong learners. I believe ongoing CPD is extremely important as the word of teaching is ever changing and evolving. There are always new ideas and strategies to help us support the children in the classroom. This course has really broadened my horizons on the use of assistive technologies in the classroom like One Note and Immersive Reader. I wasn’t even aware that most of these tools were out there let alone how to use them in the classroom. It is very important that we are up to date on the current practices and that we try to align our teaching to the evolving classroom. One of the principals of Cosán is that we are lifelong and life-wide learners. We as teachers must be innovative and ongoing CPD allows us to be reflective and try new approaches. We can become more informed on practices to help best support our students particularly in the area of technology.
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My activity is designed with a 7 year old student with dyslexia in mind with a focus on supporting reading. The aim is to make reading more fun, engaging and accessible as well as boost the child’s confidence. The activity helps the child to improve reading fluency and comprehension using text-to-speech, colored overlays, and speech-to-text tools. The activity involves choosing a short, exciting story based on the child’s specific interest at the child’s reading level. The story should be in digital format and on an online reader that supports Immersive Reader or another text-to-speech tool. The child’s reading view can be customized including font, sizing and coloured overlay if needed. The child can use the text to speech function to help with reading as well as record themselves reading. If the sentence is read correctly, they “unlock” a hidden picture (e.g drag a star over a box in a Google Slide to reveal part of a surprise image or sticker). Repeat for each sentence or paragraph. Instead of the adult asking questions, the child can use speech-to-text to record their own questions about the story (e.g., “Why was the dragon sad?”), then read or discuss the answers together. To conclude the activity, use a simple tool like WordArt.com or a whiteboard to create a word cloud of all the words they read or learned during the lesson which can also be decorated.
https://docs.google.com/document/d/1RChQ3Z0PhIu9MrMwnDiDqFw79_oew835k-mEtLwvk5U/edit?usp=sharing
Part 2: I strongly agree with the Cosan principles of lifelong learning for teachers and think it is a very valuable framework supporting teachers in Ireland. As teachers, we are continuously evolving in our practice through adapting to curriculum changes, policy updates, technological advancements such as the AT discussed in this course as well as learning about all of the different learning styles and individual needs of each of our students. CPD is crucial in keeping up do date with the latest in educational theory and research but I do believe it should be presented in interactive and engaging ways as expected of us when teaching our students. I have sat through reams of slides and essentially been fed information in the most mundane form and those types of CPD have been wasted on me as I struggle to engage. I am far more likely to implement the methods/practices taught when I am engaged and excited about the course material. CPD is a good way to encourage consistency in teacher learning across schools and ensure staff are trained and confident to implement new strategies in the classroom.
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Part 1.
For this task, I designed an activity for a student, who struggles with reading fluency and sequencing information due to dyslexia. He often finds it difficult to organise his thoughts for written work and gets overwhelmed by large blocks of text.
My chosen tool is OneNote, something I have used in the past for various lessons. For a history project on the Vikings, I created a digital notebook for him. The first page contains a short, simplified text about Viking life, which he can listen to using Immersive Reader. Underneath, I’ve created a series of boxes or “containers” in the correct order: ‘Daily Life,’ ‘Ships,’ and ‘Exploration.’ There’s also an option to populate each box with relevant images and audio clips.
The activity is for the student to read and listen to the text, and then use the snipping tool or drag-and-drop to place relevant information he finds on a curated class website into the correct OneNote container. This reduces the pressure of writing from scratch and lets him focus on identifying key information and organizing it. The use of visuals and audio bypasses his reading difficulties, and the pre-structured format helps him develop his sequencing skills in a manageable way.
Part 2.
Ireland’s national framework for teachers, Cosán, really highlights the idea that CPD is lifelong learning. It’s built on a few core principles that show why professional development (CPD) is so much more than just ticking a box. It’s about taking charge of your own learning, which the framework calls being self-directed. It also pushes us to learn with and from our colleagues, recognising that we’re all stronger when we’re collaborative. Most importantly, it insists that any learning we do must be relevant—it has to directly help us in the classroom. This whole approach encourages us to be reflective practitioners who are always asking how we can get better.
The Importance of CPD
CPD is essential for a few key reasons:
Staying Current: The world moves fast, and education moves with it. New technologies, updated curricula, and fresh research on how students learn mean we can’t just rely on what we learned years ago. CPD helps us keep our skills and knowledge up to date.
Improving Student Outcomes: Simply put, when teachers learn, students win. Good CPD gives us new tools and strategies to make our lessons more engaging and our assessments more effective, which directly helps our pupils succeed.
Personal and Professional Growth: It’s not just about the students. Engaging in CPD helps us develop new skills and can even open up new opportunities, like taking on a leadership role. It keeps the job interesting and can reignite our passion for teaching.
Boosting Confidence: Learning and mastering new things is a powerful confidence booster. It reminds us that we are part of a vibrant, evolving profession and helps protect against that feeling of burnout.
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https://1drv.ms/w/c/faa5af0f012cd871/EVQNpRaVTWhKl5ZHIghDiJ8BLK6ci-hiO25LB8P7lBeqAg?e=ODR6lZ
This lesson is for a First Class pupil with reading and handwriting difficulties. It has been modified and adapted from a Twinkl activity for writing sentences. The lesson was downloaded in a PDF and 5 of the images were copied into a Word document. Three words related to each image are typed underneath. The original lesson instructed the learner to read the 3 words and write a simple sentence to describe the picture using the words provided. As this document is now in Word format, the immersive reader tool can be utilised so that the student can listen to the words. In lieu of writing a sentence, the student can dictate a sentence to describe the images. By removing the reading and writing requirements of this lesson, it has been made accessible for the intended pupil.
Teachers are lifelong learners. Personally, I find myself constantly self-evaluating, reflecting and adjusting my teaching styles and preferred methodologies to suit the needs of my students. Without CPD, these continuous adaptions would not be possible. CPD provides me with the skills to change and also the confidence to try new methods or implement new teaching initiatives. The Cosán framework highlights the principle of collaborative learning. I have gained a wealth of knowledge from working collaboratively with my colleagues. For me, this collaborative approach has been fundamental for the benefit of all students in our setting. -
Module 3 answer
Part 1: Activity Design using Office 365
For this task, I designed an activity for a 2nd class student who finds writing sentences difficult but enjoys storytelling and oral activities. Using Microsoft OneNote in Office 365, I created a digital learning notebook that helps the student plan and record short stories.I created a simple template on google docs as I do not have access to office 365 on my home laptop. I have included the link to this. The student can use drawing tools to sketch their ideas or insert images to support visual thinking. With the audio recording tool, the child can narrate their story aloud before attempting to write, which reduces the pressure of spelling and handwriting. To support literacy, I also enabled the Immersive Reader, which can read back their sentences, helping the student identify words, hear correct pronunciation, and build confidence.storyboard_template
https://docs.google.com/document/d/1sduICGR8df64_t2GK2gz4jE3QsEKhqI-Dvnk1xm9fe0/edit?usp=sharingPart 2
The Cosán National Framework for Teachers’ Learning shows how important it is for teachers to keep learning and reflecting on their work. Teaching is always changing because new ideas, new technologies, and new student needs appear all the time. I believe teachers need to see themselves as lifelong learners, always improving so we can give pupils the best support.
As primary school teachers, Continuing Professional Development (CPD) is very important. CPD gives teachers the chance to learn new strategies, including digital tools, to help children with different ways of learning. It also encourages teachers to work together, share ideas, and keep up to date with changes in the curriculum. In the end, CPD helps not just the teacher but also the pupils, because it gives teachers the skills and confidence to make lessons more interesting, inclusive, and effective.-
Hi Michelle,
Thank you for your post. Unfortunately, I was unable to view the storyboard due to permissions but your description really outlines how you have managed to use and incorporate assistive technologies to make the task more accessible for children with different needs. The breadth of tools is wonderful to see – when starting out, it may be best to introduce them one at a time to ensure the child becomes comfortable using the tools and seeing their benefit, with this being a culmination of exposure to a variety of different assistive technologies.
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For this task I wanted to focus on a fifth-class child with autism in a special class who has difficulty note-taking/ finding information in text. I took the focus for the task as Egyptian gods and goddesses, and used the Brittanica website through Microsoft Edge (11 Egyptian Gods and Goddesses | Britannica). This child finds it easier to read using the open dyslexic font, which is available for him through Word. The text spacing option has been turned on and Comic Sans is set as the default for Immersive Reader. This child has been introduced to highlighting text previously, helping him to focus on identifying what information is relevant to him. Through using immersive reader to help with repetition of information in his own time, and using highlight and clipping into One Note, he should be able to pare down the amount of information he has in order to complete the five questions.
https://docs.google.com/document/d/1s3PyUQnszAP173fU92aeFjhFYhZDhJ2bqNFB6P438NM/edit?usp=sharing
Saint John Henry Newman once said “To live is to change, and to be perfect is to have changed often”. Teaching and teachers have to evolve with new knowledge and understanding, they have to stay abreast of developments in the fields of science, geography and history. If we were to stick with the information and training received as undergraduates, I would not be using a computer now! CPD is essential in order to upskill, network and learn from each other. I have learned a lot about aquaculture this summer which has upskilled me and enthused me for teaching STEM in September!-
Hi Catherine. Thanks for your post. You have presented an effective example of how tailored support can meet the needs of pupils with specific learning difficulties. Your use of font, highlighting, and spacing in Immersive Reader allows the child to access text in a meaningful way that will help understanding and comprehension. You could also try building in a visual element in conjunction with the text. Maybe have the child create a simple mindmap or storyboard of the key points they have researched. This could help them to sort their notes visually and make it easier for them to recall information when answering questions.
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Part one
An activity I would choose for a student incorporating a feature
from Microsoft 365 is a topic based project.
The feature I would use is immersive reader.
I would ask the pupil to choose a topic of choice.
By giving the pupil free choice of the topic, I think this would be motivational for them as they could choose a topic which they are really interested in
Immersive reader could be used when they are researching the topic
Maybe they could scan something into Microsoft 365 and use immersive reader to get it read back to them. They could also use the picture dictionary feature of immersive reader if there is something they don’t understand in their research on the topic I think this is an activity that could be very beneficial for the pupil. I would hope that it would help with their literacy skills and also make them more computer literate.
Project is below(no link)Project
1.Choose a topic of choice
2.Research the topic
3.Present the project to the class using Microsoft tools either as a PowerPoint or as a poster to show the classPart 2
I think the Cosán framework is important as it encourages professional development among teachers. This may keep teachers interested and motivated.
CPD is very important for teachers as it facilitates upskilling and can also promote motivation for tracing amongst teachers. -
part 1:
For this activity I have choose to use the Microsoft PowerPoint immersive reader tool to support a 1st class student with Dyslexia. The activity is for a phonics and sight word matching game. In it there are slides with images (e.g. a cat, the sun, a book etc) alongside are the corresponding words – similar to the dcode books. The student can click on the words and through the immersive reader tool be able to read aloud the words with the syllables broken down and the option to change the font and background colour for accessibility. The student can move through at their own pace supported by both the audio and visual reinforcement. Children with dyslexia can often struggle with word recognition and decoding so this multisensory input can be highly beneficial. Building confidence, encouraging independence and reducing anxiety that can often be associated with literacy tasks. I feel that this approach because it addresses the students individual learning needs by having the text to speech, font adjustment and visual supports is going to be very dyslexia friendly and will create a safe space for children to be able to make mistakes and grow in confidence rather than adding to their anxiety and frustration.
part 2:
The national framework for teacher learning (Cosán) recognises that teacher are in themselves lifelong learners whose CPD is key to delivering high quality education. It emphasises that CPD is a process that empowers teachers to become adaptable and respond to the changing needs of the children in our classrooms. I suppose we are lifelong learners because the system itself is ever changing along with the curriculum. Changes to things such as well being, play based methodologies in math and creating an inclusive classroom means we are constantly upskilling to be able to meet the needs in the room. Like that the changes to technology like all the new tools we are seeing in this course and the use of whiteboards, iPads etc… that are so helpful in the class can only be used if the teacher is constantly engaging in CPD to be ahead of the game. Ultimately CPD is not only for professional growth but to ensure that our classrooms remain responsive, inclusive and focused on the future of the children in front of us
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