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As part of introducing digital literacy in my classroom, I’ve planned a lesson around the concept of Artificial Intelligence (AI), aimed at helping primary students understand what AI is and how it’s part of everyday life. The lesson will begin with a class discussion using an AI-powered tool like Microsoft Copilot or ChatGPT, where pupils can ask simple questions like, “How does a robot know what to do?” or “Can a computer think?” I’ll guide the discussion to clarify that AI isn’t magic, but a set of instructions and learning patterns built by humans.
Next, we’ll explore Scratch, where students will create a basic chatbot project using simple logic blocks to simulate how AI makes decisions. This helps reinforce the idea of inputs, outputs, and learning patterns.
Throughout the term, I plan to use tools like Immersive Reader to support reading comprehension and Reading Coach to monitor fluency and support learners at different levels. These AI tools personalise learning, giving students tailored feedback while allowing me to focus more on individual support.
The key challenge will be helping students understand the difference between using AI as a tool and relying on it entirely. By embedding small, purposeful uses of AI into lessons, I aim to promote curiosity, digital awareness, and critical thinking—essential skills for today’s learners
I would also be interested in using Google’s Teachable Machine in my classroom. It appears very easy to use and it gives the children a great insight into AI.
Scratch is a brilliant way to introduce coding to primary school pupils because it’s fun, visual, and easy to use. The colourful, drag-and-drop blocks help children understand programming concepts without needing to type code. I would begin by showing the class a simple Scratch animation—perhaps a cartoon cat moving and saying hello. This grabs their attention and sparks curiosity straight away.
Next, I’d guide them step-by-step through creating their own version, helping them learn how to snap blocks together to control characters, add sounds, and change backgrounds. Once they’re confident, they could move on to simple projects like creating a talking story, a maze game, or even animating a scene from a book we’re reading in class.
Scratch is great for developing creativity, problem-solving, and logical thinking. It also supports cross-curricular learning—for example, designing a project that ties into science or literacy topics. A possible challenge is making sure all pupils stay on task, especially those who get frustrated when things don’t work right away. With encouragement, patience, and peer support, Scratch can be an incredibly rewarding tool that makes coding exciting and accessible for younger learners.
I found this module both engaging and informative, offering a wide range of tools and ideas to explore. Two tools that stood out to me were Reading Coach and Gamma, both of which I’m keen to incorporate into my teaching this year to enhance learning and assessment. Reading Coach struck me as an incredibly practical and valuable resource—it listens to students read aloud, assesses their fluency, and identifies difficult words. This is especially useful given how challenging it can be to find individual time to assess every student’s reading.
Gamma also seems like a huge time-saver, helping to quickly generate age-appropriate, visually appealing presentations without having to spend hours searching online.
Overall, the impact of AI tools like these on teaching and learning could be hugely positive. Reducing the time spent on planning and resourcing means more time for direct student interaction and support—which is always a win.AI has the potential to significantly transform both teaching and learning in my classroom, especially through tools like Microsoft Immersive Reader and Minecraft. I am looking forward to seeing how Immersive Reader can support students with diverse literacy needs—it reads text aloud, breaks down syllables, and even translates text into different languages. This is incredibly helpful for EAL students or those with dyslexia, allowing them to access curriculum content more independently and confidently.
Minecraft is another AI-enhanced tool that brings learning to life in a creative, interactive way. It encourages problem-solving, collaboration, and critical thinking—skills that are sometimes harder to foster through traditional teaching methods. Students become much more engaged when learning is hands-on and game-based.
That said, challenges remain. Not all students have access to devices at home, and I do worry about screen time and students becoming too reliant on technology. There’s also a learning curve for us as teachers to use these tools effectively. But overall, with the right support and balance, AI can make learning more inclusive, personalised, and engaging.I hadn’t heard of immersive reader before this course either. It looks amazing. The child in the video seemed to really enjoy it and reap the benefits. I am looking forward to trying it in September.
This course has already given me a great insight into how AI tools are starting to shape classrooms, and it’s clear they’re going to have a big impact on how we teach, learn, and assess. One thing that stands out to me is how AI can help tailor learning to individual students. Tools that adapt to different ability levels or learning speeds could really support students who might otherwise struggle to keep up—or who aren’t being challenged enough.
From a teaching perspective, AI can take some of the pressure off by handling routine tasks like marking or tracking progress, which could free us up to focus more on actual teaching and supporting students emotionally and socially. That said, I also think we need to be cautious. As a teacher in a DEIS school, I would hate to see AI replace the human side of teaching.