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My SSE focus would be on improving how effectively differentiated digital resources support my pupils engagement, independence and access to learning. As a special education teacher in a hospital school, I often build on pupils’ interests and strengths, while adapting the language, level of challenge, structure and presentation of tasks to meet a wide range of needs. The evidence from my own work would include the poster and flashcards I created using the Canva agent for a 4th Class Geography lesson on fishing. I would also review adapted resources created with Copilot, such as simplified reading passages, scaffolded activities with sentence starters, visual checklists and extension tasks. I would evaluate whether these resources helped pupils understand key vocabulary, take part in discussion and complete tasks more independently. My assessment approach would combine teacher observation, pupil work samples, pupil voice and assessment-for-learning information from Learning Accelerators. I would also review whether accessibility tools such as Immersive Reader, dictation, captions and translation reduced barriers. My planned actions are to trial these supports with a small group, gather evidence over time, identify which adjustments are most effective and use the findings to inform future planning and whole-school SSE targets. The value comes from sharing outcomes with colleagues and I think establishing a sharing platform is important.
This is brilliant Sarah, I struggle with teaching music and it’s great to see a practical use of the agents to support a subject I’m not the most comfortable teaching.
I used the Canva agent to create a poster and a set of flashcards for a 4th Class Geography lesson on fishing. The lesson linked to the SESE curriculum and focused on the importance of fishing in Ireland, the types of fish caught, and how fishing supports coastal communities. I checked the information against curriculum materials and reliable sources to ensure it was accurate and suitable for the age group. I also reviewed the language and visuals to make sure they were clear and appropriate for my pupils. I would use many of the images and key facts generated by the agent, but I adapted some of the wording to make it more accessible for 4th Class pupils. I also removed a few sections that contained too much detail and were beyond the learning objectives. One important professional boundary is that AI-generated content should never be used without teacher review. Teachers remain responsible for checking resources for accuracy, inclusivity and suitability. Overall, the agent added value by saving preparation time and helping me create engaging visual resources that supported learning, discussion and vocabulary development in the classroom.
Really good to hear about the tool being used in a mainstream class to help a student with dyslexia, I’m sure this gives them a real boost!
I am a special education teacher and often we lean on student interests and strengths to increase engagement. I like the gamification and assessment elements of the tools. It is very valuable to be able to adapt the language, level of challenge, structure and presentation to suit different students and their range of needs. For example, the same source material could become a simplified reading passage, a scaffolded activity with sentence starters, a visual checklist, or a more open-ended extension task. This helped me think about differentiation as part of the planning process rather than something added afterwards. However, I would still need to review Copilot’s suggestions carefully to ensure that the content is accurate, age-appropriate and genuinely matched to the individual pupil. In practice, I would use it as a starting point that helps me create options more efficiently, rather than allowing it to make decisions about pupils’ needs. Learning Accelerators and inbuilt accessibility features could also support School Self-Evaluation by providing evidence about how pupils engage with reading, search, speaking and other learning tasks. Used alongside teacher observation and pupil voice, this information could help identify common barriers and guide whole-school targets. Features such as Immersive Reader, dictation, captions and translation could then be reviewed as practical supports, with the school evaluating whether they are improving access, independence and participation for pupils over time.
I like how specific this lesson topic is Susan, it’s great to recognise that you can have a section of your lesson/mini lesson on a smaller topic embedded in a larger lesson. The editing is very important, especially given that it’s a grammar lesson
I chose a 6th Class SPHE lesson on the importance of sleep.I thought the AI-generated lesson was age-appropriate and well structured. The suggested activities were engaging and offered fun ways to approach the topic. I was pleasantly surprised by the hands-on activity that was included, as I had assumed AI-generated lessons would focus more on vocabulary development and written work. The lesson provided a strong starting point and included a variety of opportunities for discussion and active participation.The lesson would require only minor adjustments before being used with my class. The content was suitable for the age group and the learning objectives were clear. However, I would make a few additions to increase engagement and ensure all pupils could access and demonstrate their learning.One specific adjustment I would make would be to include an engaging video in the accompanying PowerPoint presentation to reinforce key messages about healthy sleep habits. I think this would help pupils relate the topic to their own daily routines and make the lesson more memorable. In terms of School Self-Evaluation (SSE), I could see Copilot Teach being particularly useful when gathering pupil voice around wellbeing initiatives. As my lesson focused on the importance of sleep, it made me think about how AI could help create age-appropriate surveys for pupils, summarise common themes from responses, and identify areas where additional support or awareness may be needed. This could help teachers spend less time compiling data and more time planning meaningful actions to support pupil wellbeing.
I like that you’ve mentioned that it’s a good first draft and useful for suggestions. As teachers who are always looking to save time but provide quality lessons, the human in the loop oversight will remain very important
I am a teacher in a hospital school and ai has emerged as an amazing tool to assist me in covering topics/assessing students in subjects I am not trained in. I made an assessment on the Renaissance for a 2nd year student and specifically asked copilot to use the Irish history curriculum and exam guidelines to keep the continuity in education the student would have with their ‘home school’. I liked that it provided me with the exact learning objective. I could use a resource like this alongside materials the students have with them and are used to using. I’d like to explore creating resources in a streamline style as some of the content it creates is quite clinical/serious looking.
In terms of school self evaluation I think ai can help balance our approach to wellbeing and academic work across the week, building data on how much time we’re spending on topics and allowing for downtime/reflection.
In a hospital school sometimes we are waiting for secondary school teachers to give feedback on work sent by our students to review. This tool allows us to support the student where we can in their exam prep while in hospital.
