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Part 1:
1. I haven’t used Diffit yet, but I’m planning to try it out during upcoming English lessons. It looks like a really handy tool for creating easier or more challenging versions of the same text.
2. I’m also interested in using Microsoft Speaker Coach with my pupils when we start doing presentations later in the year. I think it’ll be a useful tool to help them practice speaking clearly and confidently, especially for those who get nervous. I haven’t tried it yet, but I’m looking forward to seeing how they respond to the feedback it gives.
Part 2:
Before doing this module, I had not really thought about using AI tools in my teaching. I have not tried any of them with my class yet, but I am definitely going to give a few of them a go. One tool I am keen to try is Diffit. It looks like a really easy way to adapt reading texts for children who need extra support or more of a challenge. It could save a lot of time and help me make lessons more inclusive without having to create loads of different versions myself.
I am also interested in trying out Speaker Coach when we start doing presentations. It gives the children feedback on things like how fast they are talking and if they are using too many filler words. I think that could really help build their confidence before they speak in front of the class.
Another one I would like to try is Reading Coach. It seems like a great way for children to practise fluency and decoding at their own level and pace. I think it could really benefit some of my reluctant readers.
Totally agree with you. The admin side of things can take up so much time and it is great to hear how AI has helped you cut that down. I never thought about using it for social stories or IEP notes but that sounds like a brilliant idea. Anything that gives us more time with the kids and less time stuck at the laptop is a big win in my book. You are spot on about keeping things safe too.
I got a lot from this module. I had always thought of AI as something that might help with planning or maybe correcting bits of work, but this showed me how it can actually support learning in real time. What really stood out was how it could be used to personalise learning. Something like Immersive Reader could be brilliant for children who struggle with reading, and having tools that can quickly generate quizzes or break things down in a simpler way could really support revision.
I also liked the idea of pupils using AI themselves. It could build confidence, especially for those who might be afraid to ask questions in class. It might even encourage a bit more independence with their learning.
Of course, we would have to make sure the tools are age appropriate and safe to use. Not every child will have access at home either, so we would need to be mindful of that.
All in all, I found the module very useful. It gave me a fresh way of thinking about AI and I am definitely more open to using it in school now. I am looking forward to trying a few small things and seeing how it goes.
I had no idea how much of a difference the prompt could make until I tried it out myself. Just changing a few words completely changed the results. It has definitely made me think more about how I ask questions, both with AI and in class. Such a handy tool once you get the hang of it.
I really enjoyed this first module. I had used ChatGPT before to help with proofreading bits of writing, but I had never properly thought about how AI could be used in the classroom. What surprised me most was how easy it is to get started. Tools like Copilot and Gemini are simple to use, and it was actually quite fun trying out different prompts and seeing the responses.
I can definitely see myself using AI to help with lesson ideas, writing prompts, or quick comprehension tasks. The image tools look brilliant too and would work really well for English or SESE projects. It feels like having an extra pair of hands when you need it most.
The biggest thing I will take away is the need to teach pupils how to use AI safely and responsibly. It is a useful tool, but they need to think critically about what it gives them. I am really looking forward to trying some of this out in class.
1. Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
I would use the “Design Your Own Dark Sky Place” activity as a class project that links science, geography and PSHE, with some art and writing included as well. I would begin by explaining what a dark sky place is and show some examples from Ireland, such as Kerry and Mayo. We would talk about why these places are protected, how they help people enjoy the night sky, and why they are important for wildlife.
The children would then work in small groups. Each group would take on a role, such as local residents, wildlife experts, stargazers or light designers. They would plan their own dark sky area near the school or in their own community. They could draw maps, make posters or put together short presentations to share their ideas.
At the end, we could present the projects to other classes or parents. The activity would help raise awareness of light pollution and biodiversity, while also supporting our school’s SSE work and encouraging teamwork, creativity and real-world thinking.
That sounds like a really thoughtful approach. I like how you are planning to start with something creative and familiar like a model or diorama. It is a great way to get the children engaged and thinking about the features of a Dark Sky Place. Involving the community and families is a lovely idea too. It would be a great way to spark conversations beyond the classroom.
Love this idea! You have clearly done loads already to support bees and butterflies, and it is brilliant to see the focus shifting to night pollinators too. The motion detector camera sounds like a fun way to get pupils involved, and I really like the idea of a moon garden. Such a lovely way to support moths. Thanks for sharing the guide, it has given me ideas for our own school garden!
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
To get pupils thinking about biodiversity and the impact of light pollution, I would begin with an exploration of the school grounds during the day. Each child would record the plants, insects, birds or signs of wildlife they observe. We would use these findings to create a class biodiversity map and discuss which areas are rich in life and which might be less welcoming for animals. I would then introduce the concept of light pollution and how it can affect nocturnal species, linking back to the learning in Module 4. We would carry out a simple light survey around the school to identify where artificial lighting might be discouraging creatures like bats, moths or owls.
The hands-on investigations from Module 4 would support this. I would lead a night vision challenge and play the bat and moth game to help children understand how animals move, feed and survive in the dark. These activities help make the science real and memorable.
To extend the learning into a whole-school project, each class could take responsibility for a different part of the school grounds. Younger pupils might plant night-scented flowers or build bug hotels, while older classes could research local nocturnal species or design and install bat boxes. Together, we would update a whole-school biodiversity map and present our findings at a school assembly.
We would finish the project with a ‘Dark Skies’ evening for families, where pupils could share their learning, showcase their work, and raise awareness of how small changes can make a big difference to local wildlife
I like the idea of using maps and night images to get children thinking about light pollution. Comparing old photos with current ones sounds really interesting and would make the changes easier to understand. I also like how it gets children discussing the pros and cons of public lighting.
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I teach in an urban DEIS area and see light pollution all the time, but only recently did I start thinking of it as a proper environmental issue. With all the bright streetlights, shop signs, and security lights, the night sky is never really dark. Most of my children have never seen the Milky Way or thought about what a natural night sky looks like.
To get them thinking, I’d ask the children to look at the sky from home and describe what they see. Then we’d have a look at maps like LightPollutionMap.info to compare our area with darker parts of Ireland. Luckily, Lough Gur is nearby and it’s a Dark Sky Park. Visiting at night or after school would be tricky because of timing and supervision, but it would be a brilliant way to show the children a real night sky.
We’d also explore how too much light affects sleep, wildlife, and energy use. I’d love for this to be a whole-school initiative, where classes create posters or presentations with ideas to reduce light pollution at school and at home, helping see how small changes really do make a difference.
Your Evening Sky Observing Plan sounds fantastic and really thoughtful. I love how you’re encouraging the children to explore the night sky for themselves while still giving them the support and tools they need, like the apps and tips on using binoculars. The observation diary is a brilliant idea.
4. Select from one of the activities in the Framework for Inquiry
I’d use the “Draw Your Own Constellation” activity to help 3rd class children explore the night sky in a hands-on way. First, I’d show them pictures of real constellations and explain how people long ago made up stories to explain the star patterns. Using the Framework for Inquiry, I’d get them thinking about why people created constellations and what shapes they might spot in the stars. Then, I’d show some well-known constellations using Stellarium or a star chart. After that, the children would create their own constellations by joining dots on black paper and giving their star shapes names and stories. We’d spend some time in English lessons working on their stories before they share them with the class. I would use this to focus on developing their speaking skills and understanding of science by encouraging careful observation, asking questions, and noticing how people use patterns to make sense of the world. I also like how it links well with SESE, Art, and Literacy.
I like how you see engineering as the glue in STEM. Your sundial activity sounds great, with lots of hands-on learning and connections across subjects. I think the linking of old and new ways to tell time makes it very interesting for the kids.
3. Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
I would start this activity by bringing the class outside a few times during the day. Once in the morning, again at lunchtime, and later in the afternoon. We would look up and notice where the sun is. Is it high or low? What direction is it in? I would encourage the children to record what they see in their own way, through drawings, notes, or even photos if we are using tablets.
Over the week, we would begin to spot patterns. The sun always rises in the east and sets in the west, and we would notice how it moves across the sky during the day. Towards the end of the week, we would work in small groups to put together a short report of our findings. We would use the green screen to present our work like meteorologists, bringing in some ICT.