[Matt Flanagan]

On reading back over the course notes, I came across you message above, I had missed it the first time, “‘important’ things for young learners to know in 2026 and how the dial has shifted so much in recent times. Skills like spelling and arithmetic, whilst undoubtedly still important, probably don’t carry the same weight they may have years ago. Advances in technology mean full mastery of these skills is not fully essential for functioning in work/education. However, discernible skills such as ethical use of AI, critically analysing sources for credibility and data literacy are areas we really need to master to function in the workplaces and education centres of the future“.  This  change will / would have a dramatic impact on the education system,  while we moved away from the traditional 3Rs but ultimately our focus is still on them but with a much more rounded approach, see the positive aspects of the new Maths Curriculum. But in principle, I agree the the above statement. does a child need to learn 20 spellings  in a week and fret over them when any basic office suite will do it for them.    Years of pupils being taught money, how to get change in a shop is now extinct – pupils have a look of puzzlement and wonder why you just don’t just use a card or phone to pay!  Will the education system adapt quick enough?

[Matt Flanagan]

Integrating  AI into teaching.

This will be a progressive process over a number of years while all the school community to  terms with the enormous potential of the evolving world of AI.  Firstly, some of the aspects that were covered in module 5 in preparing pupils (and ourselves) for AI including: Digital literacy, enhancing computer skills and coding and critically thinking and problem solving. Another key point from the TEDx talk is that our goal is help pupils to prepare to interact with the world around them.  With these in mind, I will be reviewing our Digital Learning Plan, updating and checking the progression for class to class. Are the pupils using devices at effective practice level or are we challenging pupils to show progression at highly effective practice level?  In using AI in teaching:

• I will be creating specific lesson plans with AI ( as per the forum).
• Using AI to generate texts from different perspectives e.g. Gemini
• Diffit to individualise lessons for pupils who may require it.
• In Sept, with a new class, I plan to use Maths Story and make maths word problems bespoke to the class to enhance engagement.

[Matt Flanagan]

Holes is one of our 6th class novels and  your lesson plan gives much greater depth to the study of the novel than I had previously encountered  and great ideas  to use. These can also be extended to any novel. Thank you.

[Matt Flanagan]

Using Copilot: Lesson plan based on history. Each year, pupils cover  history class in the Strand “Story”. I want to explore with the pupils how these stories are connected. More detailed given prompt.

Here is a complete, fully‑structured 3rd Class lesson plan that teaches Diarmuid and Gráinne AND shows pupils how Irish legends connect across cycles — including where the Children of Lir fits. It includes learning outcomes, resources, differentiation, integration (Art + Technology), and a quiz‑based assessment, exactly as you requested.

To help pupils visualise the connections, I’ve added image carousels and Guided Links so you can expand any part of the mythology with one tap.

Lesson Plan: Irish Legends – How the Stories Connect
Class: 3rd Class (Age 9–10)
Strand: History – Story
Focus Story: Diarmuid and Gráinne
Big Concept: Irish legends belong to three cycles — Fenian, Ulster, Mythological — and the Children of Lir is part of the Mythological Cycle, which explains the magical world behind the others.
🧠 Learning Outcomes
By the end of the lesson, pupils will be able to:

Identify the Fenian Cycle, Ulster Cycle, and Mythological Cycle

Place Diarmuid and Gráinne in the Fenian Cycle

Explain how characters like Fionn, Diarmuid, Oisín, and Cú Chulainn belong to different cycles

Describe how the Children of Lir connects through shared themes (magic, transformation, family)

Recognise recurring places such as Tara, Ben Bulben, and Lough Derravaragh

Complete a short quiz demonstrating understanding of story connections

📚 Resources
Short retelling of Diarmuid and Gráinne

Map of Ireland showing Tara, Ben Bulben, Emain Macha, Lough Derravaragh

Cycle chart (Fenian / Ulster / Mythological)

Character cards (Fionn, Diarmuid, Gráinne, Oisín, Cú Chulainn, Lir, Aoife)

Theme cards (magic, bravery, loyalty, transformation)

Tablets/laptops for digital activity

Art supplies: paper, markers, colouring pencils

📖 Story Input: Diarmuid and Gráinne (10 minutes)
Tell or read a short version of the story.
Focus on:

Diarmuid → member of the Fianna

Fionn → appears again (pupils recognise him from earlier years)

Gráinne → princess who chooses Diarmuid

Ben Bulben → key location

Themes → bravery, loyalty, love, conflict

🌍 Teaching the Connections (15 minutes)
Draw three circles on the board labelled:

🟦 Fenian Cycle
Fionn

Fianna

Diarmuid & Gráinne

Oisín → Tír na nÓg

Places: Tara, Boyne, Ben Bulben

🟥 Ulster & Connacht  Cycle
Cú Chulainn

Queen Medb

The Táin

Places: Emain Macha, Connacht

🟩 Mythological Cycle
Children of Lir

Tuatha Dé Danann

Themes: magic, transformation

Places: Lough Derravaragh

Teacher explanation:
“The Children of Lir belongs to the oldest cycle. It explains the magical world that later heroes — like Fionn and Cú Chulainn — live in.
So even though the stories seem separate, they are part of one big mythological universe.”

🎲 Activity: Cycle Sorting Game (10 minutes)
Give pupils cards with:

Characters

Places

Themes

They sort them into:

Fenian Cycle

Ulster Cycle

Mythological Cycle

Then ask:
“What connects these stories even though they come from different cycles?”

Expected answers:

Magic appears everywhere

Heroes appear everywhere

Ireland’s places appear again and again

Themes like bravery and loyalty repeat

🎨 Integration: Art (60 minutes)
Pupils create a “Mythology Connection Poster” showing:

One character from each cycle

One place from each cycle

One shared theme (magic, bravery, loyalty, transformation)

This reinforces the idea of a connected mythology.

💻 Integration: Technology (45 minutes)
On tablets/laptops, pupils explore:

A digital map of Ireland

Clickable points for Tara, Ben Bulben, Emain Macha, Lough Derravaragh

Short descriptions of each place

Suggested tool:
Irish mythology places

🧩 Differentiation
Support
Provide pre‑sorted cards for pupils who need help

Use visual icons for themes (heart = loyalty, star = magic)

Allow oral answers instead of written

Challenge
Ask pupils to explain why a character belongs to a cycle

Invite them to compare Fionn vs Cú Chulainn

Ask them to identify a theme shared across all three cycles

📝 Assessment: Quiz (15 minutes)
A short 6‑question quiz:

Which cycle does Diarmuid belong to?

Name one character from the Ulster Cycle.

Which cycle includes the Children of Lir?

Name one place connected to the Fenian Cycle.

What theme appears in all cycles?

Why do we say the stories are connected.

AI generated Assessment:

See sample quiz:

https://copilot.microsoft.com/shares/roJ94QvLG8Eisj6BsnpqQ

[Matt Flanagan]

There are a number of items from this module that I will find useful in class. Firstly, in general discussions on how AI is part of pupils’ lives, I am now  much more aware of how they as pupils and us as adults seamlessly use AI every day – I would like to brainstorm with them to see what age appropriate examples they can think of : Alexa, Google Nest, Siri, our Google searches, Netflix suggestions etc. They will also be familiar with simple robotics such as Bee bots.
Another example of particular interest was the history text example of 1916. While we discuss history from different perspectives, the text book will naturally have a bias. – “it has become increasingly important for them to be aware of the underlying biases that influence the perspectives presented in these texts”. We are studying the Vikings in class. Using Gemini AI, I prompted the narrative about the Viking invasion of Ireland in 795 AD from both from an Irish and Viking perspective. The prompt were detailed and the typical age of pupil set – this had a big impact on the language of the report. Based on this one example, I plan to get pupils them to write prompts to give different perspective on scenarios that occur both in our history and English work. The class novel is Fantastic Mr. Fox, we can now explore the perspective of the different main characters with carefully written prompts.

[Matt Flanagan]

Give two examples of how you can use some of the tools identified in this module to improve your own teaching, learning and assessment.

This module has been very informative and very practical. Two examples that will be of use are co-pilot image creator and Maths Story in Magic School AI.   As mentioned in the forum comment section, co-pilot will provide a great opportunity to pupils to use their descriptive language and will see immediate feedback, then they can fine tune their prompts and see how it impacts on output. Plan for group work to see the different images and then do iterations. I also see real positive from the Maths story creator – we want to engage pupils in maths and the simple option of including their names in a maths story, I believe will help. The maths operations and class levels can be set so it can be used at every class level.

 

Reflect on the potential classroom use of AI tools and how this can impact on future teaching, learning and assessment.

The AI tools detailed in Module 3 will have a significant impact on all aspects of classroom life. It can help to create a much more interesting and engaging set of resources, will facilitate more pupil input (eg in Co-pilot) and then can help create bespoke lessons for individual pupils. Some of the specifics on these include,  Social story & Magic Story in Magic AI, Gamma to generate PowerPoints and  Diffit. On trying these, I asked Diffit to create a Powerpoint on a topical subject – Spain’s world cup history. The output is detailed etc but my concern is how will pupils learn to do research and collect primary and secondary data for themselves?  Diffit is an excellent tool and will  allow teaching to be targeted and pupils to learn at their own level and pace.  I just explores the life cycle of a frog, by simply adapting the grade  and with a few other choices,  a  differentiated lesson is created.  All pupils are covering the same topic but at the correct level. The lesson can be exported and shared on Google Classroom. This tool will be used in classrooms.

[Matt Flanagan]

I totally agree and was thinking along the same lines – use of co-pilot image creator while working on our class nevels. The novel I have in mind is Fantastic Mr. Fox and  will be be interesting to see what the prompts of the pupils will generate. Likewise, as outlined in the module, do a little reverse engineering whereby I will generate the image and the pupils will have to write the description to  mirror it.

[Matt Flanagan]

I think AI will have a significant impact on teaching & learning in Irish classrooms of the future – but it will take time, refer to the new Maths curriculum and the significant amount of time that took to full implement. Combined with the other curricular changes planned over next three years, AI may not get the full focus it requires. There will be significant teacher CPD required, more specifics and details than is outlined in the National AI strategy. It’s quite possible that AI introduction into schools will be pupil led!
I agree with your suggestions of:
– introducing gradually.
– embedding AI into certain aspects such as admin, planning, assessment
– Encourage pupil collaboration on AI projects.
– Ongoing AI training for teachers.
We are a Google school, so I’m unsure if some of the AI options such as Azure, Immersive Reader will work. I will definitely try the “Teachable machine” on Google. I must also try out the Microsoft Dreamspace programme.
I am unsure about how realistic the short term implementations  of AI in schools will be due to:
– Device access (refer to the videos, every pupil on a device. We are not there yet.)
– Simple things like what platform you are on Google, Microsoft etc
– Concerns over bias in the content, inaccuracies, GDPR ( refer to the video of pupils in China, where is that data going and who has access?)
– Teacher training, teachers being comfortable and embracing AI.

But, it will get there as it is doing in all other aspects of life.

[Matt Flanagan]

Hi Barbara, agree with all you have detailed.  The immersive reader also stood out for me, but it’s available on more recent versions of Word or 365 , so not available on my 2010 version of Word.  I think that tech compatibility will be a key factor is how different schools proceed.

[Matt Flanagan]

Hi Martina, I agree with you –  so much potential for the use of AI is all aspects of school life that it is overwhelming.  We will really need very specific  goals to use it on – such as streamlining planning. This will then have to be done across all staff in a class stream.  Also,  impact on policies such as AUP and the Digital learning  need to reflect these new changes.

[Matt Flanagan]

Module 1 has provided me with a detailed overview of the options currently available for Gen AI. Prior to this, my primary use was in Chat GPT, this was mostly for personal use, such as fine tuning written communications with external agencies, suppliers of IT / STEM equipment etc. Did the suggested comparison on Co-Pilot / Chat GPT Gemini to book a holiday in Sligo and I am now setup on the other two options. (Aside: Co-pilot provided image, so I would give it top rating.) The initial application will be more as a teacher assistant to be used in my planning, both in structuring long & short terms but also prompting class discussion. From the TED talk, the AI tool Khanmigo, was really impressive and shows the future of learning, where pupils can learn at their own pace, be prompted to work through a problem. What happens in class, is that other pupils intervene with the answer before all have worked through the process, so AI will have a really positive impact here. For assessment, I had a look at the “Quiz tools”. This allow creation of quick assessment sheet to check pupils’ understanding of content and particular areas teacher needs to explain in more detail.

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