[Naomi britton]

It is amazing the level of detail and variety of ideas that AI tools can come up with for lesson planning.  I love your Tier 2 and 3 vocabulary lists too.

[Naomi britton]

Since completing this course, I can see AI becoming a regular part of my planning and teaching. One of the biggest benefits for me will be using it to generate engaging lesson ideas when I need inspiration. I often try to link my Visual Arts lessons to our class theme, and AI can quickly suggest creative activities, artists or cross-curricular links that I may not have thought of myself.  I also plan to use AI to create extra activities for literacy and numeracy stations, as well as quick assessment tasks at the end of lessons to check pupils’ understanding.

One of the most valuable aspects of this course was seeing the potential of AI to support pupils with special educational needs. I was particularly impressed by how quickly AI can create personalised social stories for. Tools such as Microsoft’s Immersive Reader can also make classroom texts much more accessible, while AI can instantly adapt reading passages to different ability levels.

Going forward, I also plan to incorporate AI directly into lessons. For example, during a history lesson on the Vikings, pupils could use AI to generate images from descriptive prompts before comparing them with real historical evidence. This would encourage discussion about historical accuracy, bias and the importance of questioning AI-generated content rather than accepting it as fact.

 

History Lesson: The Vikings Come to Ireland

Class: 4th Class (10 years)
Curriculum Area: SESE – History
Duration: 60 minutes

Learning Intentions

By the end of the lesson, pupils will be able to:

• Identify where the Vikings came from.
• Explain how they travelled to Ireland.
• Describe what daily life was like for Vikings.
• Discuss both the positive and negative impact Vikings had on Ireland.

Introduction (10 minutes)

Show pupils an AI-generated image of Vikings arriving on longships and ask:

• Who do you think these people are?
• Where might they have come from?
• Why do you think they travelled across the sea?

Reveal a map of Europe and identify Norway, Sweden and Denmark. Discuss how the Vikings crossed the sea in longships.

Main Lesson (25 minutes)

Teach using slides covering:

1. Where did the Vikings come from?

• Norway
• Sweden
• Denmark

2. How did they travel?

• Longships
• Rivers and seas
• Excellent sailors

3. Life as a Viking

• Farmers
• Fishermen
• Traders
• Craftspeople
• Families
• Children

4. The Good and the Bad

Bad

• Raided monasteries
• Stole treasures
• Burned buildings
• Captured people

Good

• Founded Dublin, Waterford, Wexford, Cork and Limerick
• Introduced trade with Europe
• Excellent shipbuilders
• Influenced Irish place names

Throughout the lesson, pause for “Think-Pair-Share” discussions.

AI Activity (15 minutes)

Working in pairs, pupils write a descriptive prompt such as:

“A Viking family travelling in a wooden longship across a stormy sea towards Ireland.”

Generate the image using AI.

Then compare the image with a real historical illustration.

Discuss:

• What did AI get right?
• What mistakes did AI make?
• Why shouldn’t we always trust AI images?

Assessment

Exit Ticket

Each pupil writes:

• One fact about where Vikings came from.
• One fact about Viking life.
• One positive thing Vikings brought to Ireland.
• One negative thing Vikings did.

Quizizz Plenary (10 Questions)

1. Which three countries did most Vikings come from?
2. What was the name of the Viking boats?
3. Why were longships useful?
4. Name one job Vikings did besides fighting.
5. Why did Vikings first come to Ireland?
6. Which Irish city was founded by Vikings?
7. Name one positive thing Vikings brought to Ireland.
8. Name one negative thing Vikings did.
9. True or False: All Vikings were fierce warriors.
10. If you lived in Ireland 1,200 years ago, how might you have felt when Viking ships appeared? (Teacher discussion question)

Extension Activities

Literacy Station

Write a diary entry titled “The Day the Vikings Arrived.” Pupils write from the perspective of an Irish monk, farmer or Viking child.

Numeracy Station

Use a map scale to estimate the distance from Norway to Dublin. Create simple Viking-themed word problems involving trading silver, livestock or supplies.

Differentiation with AI

• Generate simplified and more challenging reading passages.
• Create vocabulary lists with visuals.
• Produce comprehension questions at different levels.
• Use Immersive Reader for pupils who benefit from text support.

[Naomi britton]

<p class=”isSelectedEnd”>One AI application I would introduce to my pupils is Khan Academy Kids. I had used Khan Academy several years ago, but this module reminded me about it and encouraged me to explore it again. I had not come across the younger version before, and after researching it, I think it would be a valuable addition to my classroom.</p>
<p class=”isSelectedEnd”>My class has access to IPADs just once a week, so I am always looking for engaging, high-quality educational apps that make the most of that time. Khan Academy Kids offers a wide range of activities across literacy, numeracy and other curriculum areas, making it suitable for children with different interests and abilities.</p>
I particularly like that the app uses AI to create a personalised learning experience. It adapts the level of challenge based on each child’s progress, allowing pupils to work at their own pace while still being appropriately challenged. This would be especially beneficial in supporting differentiation, as children in the same class often have very different learning needs. It would also allow me to monitor progress and identify areas where individual pupils may need extra support. Overall, I think Khan Academy Kids is an excellent example of how AI can enhance learning by providing engaging, personalised activities that complement classroom teaching.  And its free!!!

[Naomi britton]

Hi Martina,  Yes I really liked the idea of using the AI generated texts for teaching about bias based on the 1916 rising too.  There is lots of potential for this to support other topics and it is so great how fast it can generate these texts!

[Naomi britton]

I agree about the cost of some of these. I feel this course should mention these when giving the demos too.

[Naomi britton]

Part 1

Two AI tools from this module that I can see myself using regularly are MagicSchool AI and Gamma.

I thought MagicSchool AI could be particularly useful for supporting inclusion in my classroom. The ability to create personalised social stories in just a few minutes could be an amazing resource for some of the children I teach. I immediately thought of pupils with autism spectrum disorder (ASD), as well as another child who experiences severe anxiety. Being able to quickly generate social stories for new situations, school events or changes in routine would save valuable time while providing meaningful support for individual pupils.

I was also very impressed by Gamma. I often create short PowerPoint presentations for subjects such as Visual Arts and Science, but Gamma can produce professional-looking presentations in minutes. This would allow me to spend less time designing slides and more time planning engaging learning experiences.

Part 2

This module has shown me how AI has the potential to significantly enhance teaching, learning and assessment. One feature that particularly stood out was the ability to generate personalised maths word problems. In my 4th class, being able to include pupils’ names, interests or current class topics would make maths more meaningful and engaging. This approach aligns well with the emphasis on real-life contexts and problem-solving in the new Primary Mathematics Curriculum.

I was also impressed that Microsoft Reading Coach is available free of charge. Providing pupils with personalised reading practice and immediate feedback on their fluency and pronunciation could have a significant impact on literacy development. More broadly, AI can help teachers differentiate learning more efficiently, create resources quickly and reduce workload.

[Naomi britton]

I agree about the availability of tech for students and also feel like this course doesn’t address the cost of some of these tools.  It would be good to know which ones are free or subscription based as we are learning about them.

[Naomi britton]

Before completing this module, I was aware of AI tools but had not fully appreciated the potential they have to transform teaching and learning. One of the biggest advantages I see is the ability to personalise learning and quickly differentiate tasks to meet the varying needs of pupils in my classroom. AI could help generate activities at different levels, ensuring all children are appropriately challenged and supported.

I also see AI as a valuable way of reducing teacher workload. Many time-consuming tasks, such as planning, creating resources and analysing assessment data, could be completed much more efficiently. I was particularly interested in the idea of using AI to analyse Drumcondra test results and generate personalised follow-up activities for individuals or groups based on their specific learning needs. This would make assessment much more meaningful and targeted.

Another feature that stood out to me was Immersive Reader in Microsoft Word. I was unaware that this free resource existed, and I can see how beneficial it would be in supporting a child with dyslexia by making reading more accessible and promoting greater independence.

There are, however, challenges to consider. GDPR, data protection and the potential for bias in AI-generated content mean teachers must use these tools carefully and critically. The cost of AI subscriptions is also a concern, and with so many options available, it can be difficult to know which tools are genuinely worth investing in. Practical guidance on the most useful and cost-effective AI tools for teachers would be a valuable addition to this course.

[Naomi britton]

Hi Caroline,

AI can be a great tool in SET for helping to write IEPS, analysing test results and setting appropriate goals for students.  I hope it helps you.

 

[Naomi britton]

Hi Patrick- yes it is really worthwhile experimenting with the different tools as suggested in this module.  I’m looking forward to getting to grips with the tools more and realising more of their potential like you have.

[Naomi britton]

This year I really noticed how helpful AI tools can be in the classroom. When I’m planning station teaching for maths or literacy, I usually have two or three solid ideas — but AI has been brilliant for filling in the gaps. It gives me that extra station I wouldn’t have thought of, especially on days when I’m tired after school.

I’ve also loved how easy it is to differentiate with AI. I can get shorter or longer comprehensions in seconds, or adjust a task so it suits different groups without spending ages rewriting things. It makes planning feel lighter and a lot less stressful.

Thinking ahead, I can see AI becoming a normal part of teaching, learning and even assessment. Not to replace teachers, but to make the workload more manageable and help us give students tasks that actually match their needs.

[Author]

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