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Your example of a classroom based group project is spot on. From my observations, the boys conduct the research on the tablets and write up the notes. The girls are tasked with decorating the project or neatly writing out the information the boys have gathered. The teacher changed the instructions to include a piece of written information from each student, to be accompanied with an illustration. Thus providing an equal opportunity for each student within the group.
I’ve been teaching for over 30 years, and in that time, I’ve noticed a real shift in how gender stereotypes present in the classroom. While things have improved, these ideas still influence how children, especially at a young age, see themselves and what they think they can do. One stereotype I’ve seen again and again is the belief that boys are naturally better at maths and science, while girls are more suited to reading, art, or creative subjects. I remember a 3rd Class girl who once said to me, “I’m just not good at maths like the boys.” No one had told her that directly, but the message had clearly come from somewhere e.g. home, media, or even subtle cues in school. She was also blind to the boys in class who were also struggling in maths.
This kind of thinking can really impact girls’ confidence. I have witnessed it with my 3 daughters. In particular my eldest, who was less likely to take risks in maths, even when she was just as capable as their peers. Over time,it affected her learning, participation, and the career choice she made later on. That said, I have seen positive change. More girls are now taking interest and doing well in subjects that were once seen as “for boys.” The girls I teach are confidently tackling coding, robotics, and maths challenges, and enjoying them. This type of progress is encouraging.
But I do feel there is still a lot to be done. Gender stereotypes haven’t disappeared, they’ve just become more subtle. As teachers, we need to stay aware of the messages we send, make sure we encourage all students equally, and continue to challenge outdated thinking. By doing so, we help every child feel confident to explore all areas of learning and realise their full potential.As you mention,global issues and development are somewhat abstract, something the politicians speak about. You are priviledged to experience the rich diversity in a DEIS school. I too work in a school where we have students from numerous heritage countries and varying socio-economic situations. Development education has a place in supporting these students in terms of their self worth and value in the world. Many are isolated in their communities and unaware of their sense of purpose. I agree that it offers students an opportunity to connect with the world around them and see their place and value in it.
This article by Eirc Ehigie was really thought provoking. It got me thinking and questioning my own inclusive practices and general curriculum content. If I were to introduce Development Education in my class and across the school, the aim would be to give children a meaningful foundation in empathy, solidarity, and our shared humanity. Through themes like social justice, equality, and active citizenship, pupils begin to understand that they are part of a wider global community, and that their voices and actions matter. I see real value in how this approach fosters not only academic growth, but personal and moral development too. By bringing this into our school’s culture and practice, I believe we can meaningfully contribute to our School Self-Evaluation Plan. Development Education aligns with areas such as wellbeing, inclusion, and ethical engagement, and enhances subjects like SPHE and Geography. Embedding these ideas helps us create a more respectful, reflective learning environment, one where pupils are empowered to think critically, act with conscience, and engage with the world in an informed, compassionate way.
I have always defaulted to Kahoot but like your idea of using Quizizz. Kahoot is played live with questions appearing on a shared screen, under time pressure. This is sometimes overwhelming for students who require more time to read, think and respond. They may find the competitiveness disheartening. I like that with Quizizz, they can complete quizzes at their own pace on individual devices, making it more inclusive. I like that it is more for educational purposes in that I can track progress and use it for an assessment.
Lesson Outline: Exploring Habitats
This Biology lesson is planned for my 3rd or 4th class as part of our work on the topic of habitats. In this lesson, I will have the students work in small groups to research and present information on one of four major habitats: forest, desert, ocean, or arctic. Each group will explore the key features of their assigned habitat, including the climate, types of plants and animals found there, and how living things have adapted to survive. To support their research, we’ll be using Microsoft Search Coach, which helps guide students toward reliable and age-appropriate sources. Once they’ve gathered their information, groups will choose from a range of AI-supported tools—such as Gamma, Book Creator, or Canva—to create a digital presentation. This will give them a chance to practise their digital literacy and presentation skills while working collaboratively. To round off the project and check understanding, I plan to use Twinkl’s AI quiz generator to create a set of questions based on the four habitats, which I’ll then turn into a Kahoot quiz for the whole class to enjoy. This will provide a fun and interactive way for the students to review what they’ve learned and show what they know.
I’ve started trying out AI tools in my classroom to help with teaching and learning, but since this isn’t a whole-school plan yet, I think we need clearer guidance from education leaders. Our current school policies don’t yet specifically cover the new challenges AI brings, especially around protecting student data and using AI safely. At the moment, I am trying to use AI responsibly and have taken it upon myself to learn more (through yourselves) this Summer.
I have a 3rd class student with significant learning difficulties, particularly around working memory and sustained concentration. I would like to introduce Scratch as a simple and engaging way to explore coding through pictures and blocks. Coding can offer a structured, visual approach that may help strengthen this particular student’s working memory and attention by breaking tasks into small, manageable steps that need to be sequenced and repeated. I would encourage the student to say each instruction out loud to reinforce learning and retention. Starting with basic blocks like “when green flag clicked” and “move 10 steps,” the student will practise remembering and sequencing actions to make the character move. If they feel comfortable, we can add a “say” block to support multi-step thinking. This process allows the student to hold and process information in short bursts, while developing their ability to apply instructions. I believe this tool will also support their confidence and self-esteem as they experience success in creating something on their own.
There are so many options to choose from I really feel spoilt for choice. I look forward to investigation some of these during the holiday and generally playing around to get a feel for them (I am new to using AI in school). Content can be presented in so many ways and on different levels. This is encouraging for children who learn differently.
Task 1
I would like to explore how Diffit can support EAL students in my classroom. One way I plan to use it is by creating leveled reading materials. For example, if we are covering a topic like the water cycle, I can input a relevant article or video transcript into Diffit and select a lower reading level.This can create a simplified version of the text, some key vocabulary with definitions, and basic comprehension questions. This makes the content more accessible and supports students’ language development alongside subject knowledge.
I also see value in using Diffit to scaffold writing tasks. Ideally I would like to work with the student and gain their input and ideas. For a topic such as “my favourite holiday,” I would take the students’ ideas and input a writing prompt and receive sentence starters, vocabulary support, and a graphic organiser. This structure will help EAL students express their ideas more confidently and clearly. Diffit can make it easier for me to differentiate tasks and support students who lack English proficiency.
Task 2
I work in AEN and am excited to integrate AI into my classroom, I see great potential in tools like Magic School, Microsoft Reading Coach, and Search Coach. I look forward to using the Magic School tools that can support planning. I would like to try using tiered questions to build fluency, reasoning and then problem solving. This will help me save time in differentiating more effectively. I’m particularly interested in using Microsoft Reading Coach to provide personalised reading support. We already use Readworks and I am interested in exploring the connection to help build reading fluency, comprehension and confidence. Search Coach is another tool I’m keen to explore. The class I support enjoys project work and I was looking for a solution to guide pupils in how to search safely and critically online. These skills are important and they will require practice to interpret information and present it in their own words, rather than copying. These AI tools can help me meet individual needs while encouraging more independence from the students.
The video of the Chinese classroom certainly raises important questions about how AI is being used in schools. Seeing that level of monitoring, especially when children’s data is so visible, does feel intrusive and puts a lot of pressure on pupils to constantly perform. It’s easy to imagine how that could create anxiety, especially for those who already find school challenging. What stood out to me as well was the lack of warmth or personal connection in that environment. In primary classrooms especially, relationships, encouragement, and emotional safety are so important for learning. While AI can offer helpful tools to support teaching and personalise learning, I think it needs to be used carefully and thoughtfully. For me, it should always be about enhancing what we do as teachers—not replacing the human side of the classroom.
From my experience in the classroom, I can see how AI has real potential to support teaching and learning, especially when it comes to meeting the needs of different learners. Every child is different—some learn best by seeing, others by hearing or doing—and AI tools can help cater to those differences. For example, Immersive Reader by Microsoft has been brilliant for some of my pupils who struggle with reading. It reads text aloud, breaks down words, and even translates content, helping all learners access the curriculum in a way that works for them. Minecraft Education has engaged some of my less confident learners by allowing them to explore topics in a more creative, hands-on way. I’ve also found Google Forms useful for setting quizzes that give instant feedback, which helps me quickly spot where support is needed. Merlin supports my planning and ensures I’m covering the curriculum without getting overwhelmed.
That said, screen time is a concern. Many pupils are already spending a lot of time on devices outside school, so I’m careful to balance tech use with more active, social, and creative classroom experiences. When used thoughtfully, though, AI can be a great tool to enhance learning—not replace good teaching, but support it.
As a primary school teacher, I’ve started to see how AI tools could support teaching, learning, and assessment in simple but effective ways. Some learning apps now adapt to each child’s level, helping them progress at their own pace, which keeps pupils engaged and builds confidence. I’ve also been using Merlin as a planning tool—it helps me stay organised, track what I’ve taught, and plan more efficiently. If AI could link with tools like Merlin in the future, it might help spot learning gaps and support quicker, more informed planning. That said, I believe it’s important that AI doesn’t replace the human side of teaching. Primary-aged children need strong relationships, encouragement, and emotional support—things that only a teacher can provide. AI should be seen as a helpful assistant, not a replacement. If used carefully, it can reduce workload, support personalised learning, and help us create a more inclusive and responsive classroom environment.
I agree that the last slide, ‘Rule of thumb for using AI’, highlights the responsibility we have as teachers regarding AI. This relates to our own use of it and the role we play in facilitating the students use of AI. Initially it is very straightforward to use but without proper guidance students may experience some of the risks associated with AI. There should certainly be some reference to the use of AI in a schools ITC policy.
