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This is a really strong lesson plan. I particularly like the integration of History, Wellbeing and English, as it helps pupils connect Mandela’s story to themes of fairness, equality and active citizenship. The use of primary sources and reflection activities will encourage meaningful discussion and critical thinking. It’s also great to see differentiation included to support all learners. Overall, an engaging lesson with clear opportunities for cross-curricular learning.
Class: 3rd Class
Subject: History
Topic: Life in Ancient Egypt
Duration: 45 minutes
Learning Objective:
Pupils will learn about daily life in Ancient Egypt and use Microsoft Copilot to find information and answer questions.
Resources:
Interactive whiteboard, devices with Microsoft Copilot, Ancient Egypt images, and a research sheet.
Introduction (10 minutes)
Show images of pyramids, mummies, and pharaohs. Ask pupils what they already know about Ancient Egypt, why they think pyramids were built, and what life might have been like for children living there. Explain that they will be using Microsoft Copilot to help them discover more about Ancient Egypt.
Main Activity (25 minutes)
Demonstrate how to ask Copilot a question, such as “What was school like in Ancient Egypt?” or “Why were pyramids important?” Pupils work in pairs and choose a question to investigate. They use Copilot to find information and record two facts they learned and one interesting fact. Once completed, each pair shares their findings with the class.
Conclusion (10 minutes)
Lead a class discussion about what pupils learned. Ask what surprised them most, how Copilot helped them learn, and why it is important to check information provided by AI. Conclude by reminding pupils that AI is a useful learning tool but that people should always think critically about the information they receive.
Assessment
Pupils complete an exit ticket by finishing the sentence: “One thing I learned about Ancient Egypt today was __________.”
Learning Outcomes
I can name two facts about Ancient Egypt.
I can use Copilot to find information.
I can share my learning with the class.
I can see ScratchJr being very useful in the younger classes as it introduces important coding and problem-solving skills in a fun, age-appropriate way. I particularly like how it encourages creativity through storytelling while also developing sequencing and communication skills. It feels like a very natural and engaging way to introduce children to technology.
I would choose language learning applications as the AI example to introduce to my pupils. Many children are already familiar with apps that help them learn new words, spellings, or phrases, so it is an accessible way to explain AI.
I would start with a discussion about technology they use at home and in school. We would explore how some apps can give feedback, suggest answers, and adapt activities based on how well a learner is doing. Pupils would then try a simple language-learning activity and reflect on how the tool supported their learning.
This approach would help pupils see AI as a useful learning tool rather than something complicated or mysterious. It would also provide opportunities to discuss the importance of checking information and using technology responsibly. Overall, I think this would be an engaging and practical way to introduce AI while developing pupils’ digital literacy and critical thinking skills.Fully agree with your post, especially the point about building learners’ confidence. Speaker Coach sounds like it could be a great support for helping students prepare for presentations in a low-pressure way. I also like your point about Magic School being useful for creating resources quickly when plans need to change. With so many AI tools available, I agree that it’s probably best to find a few that work well for your particular setting rather than trying to use everything.
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</div>Part 1
1. Copilot Image Generator: I can use Copilot Image Generator to create visual resources that support learning. For example, I could generate images related to a story, topic, or social situation to help pupils engage with content and improve understanding.
2. MagicSchool AI: I can use MagicSchool to quickly create differentiated worksheets, lesson activities, and assessments tailored to the varying needs and abilities of my pupils. This would save planning time and help ensure that all learners can access the curriculum.Part 2
This module has given me a better understanding of how AI could be used in the classroom in practical ways. I can see tools like MagicSchool being useful for creating resources more efficiently, especially when trying to cater for different ability levels within the same class. Similarly, using Copilot Image Generator to create visuals could help make lessons more engaging and accessible for pupils who benefit from visual supports.
I also think AI could have a positive impact on assessment. It can help generate quizzes, comprehension questions and other tasks that can be adapted to suit the needs of different learners. This could make assessment more flexible and give teachers more time to focus on supporting students.
I don’t think AI should replace professional judgement. Teachers still need to review and adapt anything that AI produces to make sure it is accurate and appropriate for their pupils. There are also important considerations around privacy and the responsible use of AI. Overall, I see AI as a useful tool that can support teaching and learning, while allowing teachers to spend more time focusing on the needs of their students.I agree with your post. In a special class, AI could be really helpful for creating resources at different levels and adapting work to suit individual pupils. I also like your point about using AI to generate reading passages and combining them with tools like Immersive Reader to make content more accessible.
At the same time, I agree that AI is only a support tool. Knowing our students and their needs is something technology can’t replace. Your points about privacy and the need for proper teacher training are important if AI is going to be used effectively in schools.
This module has made me think differently about how AI could be used in my classroom. Before starting the course, I mainly associated AI with tools like ChatGPT, but I now see how it can support both teaching and learning in practical ways.
One area where I think AI could be particularly useful is lesson preparation. It can help create worksheets, quizzes, and differentiated activities much more quickly, giving teachers more time to focus on working directly with students.
I also think AI can support pupils with different learning needs. For example, it can provide simplified explanations, generate questions at varying levels of difficulty, and offer instant feedback. This could help students become more independent and confident learners.
However, there are challenges. AI is not always accurate, so students need to learn how to evaluate information critically. There are also important considerations around privacy and responsible use.
Overall, I see AI as a useful tool that can enhance learning and reduce workload, but it should support, not replace, the role of the teacher.
Fully agree with this, the main benefit that I see from the use of AI in education is helping teachers with the ever increasing workload placed on us in the workplace.
To me, the main benefit of using AI tools in the classroom is taking some of the burden of planning, organising and creation of resources away from the teacher, allowing them to focus more on the children’s actual learning experiences and general enjoyment of school. With teacher burnout becoming more and more of a problem, the correct and appropriate use of AI to help teachers could be a real positive going forward in an increasingly challenging profession. In terms of actual use in the classroom, I have found AI to be effective in creating simple resources, such as quizzes, work packs and summaries of work. Already this course has shown me more effective ways of creating prompts. I have also used it to create simple charts and tasks for assessment. It is vital not to trust the AI fully as I have often found small mistakes, especially in the first draft of resources created.