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This is a great example of what actually goes on in classrooms, Andrea. Something as simple as picking a colour can often turn into a big deal for a child if they’re worried about what the others will say or think. As you say, stories, discussion and open-ended art are a nice gentle way to push back on it and it doesn’t have to become a big production every time. Even a small thing dropped in like “sure, colours are for everyone” helps set the tone. Building a room where children feel free to choose and make and express themselves without minding the gender rules is so important.
I completely agree Kay, Immersive Reader is one of those tools that you wish you had known about sooner. It would have been a great support for your Senior SET group last year, especially with the options for spacing, background colour, line focus and text size. I like what you said about moving beyond coloured overlays too. They can be helpful, but having those settings built into the text itself gives children much more control over what works for them. The buddy reading idea is great and something I have regularly used myself. If older pupils became confident using Immersive Reader and then showed younger children how it works, that could really boost their confidence. It would also make it feel like a normal classroom tool rather than something only certain pupils use.
This is a really sensible SETT plan, Conor. I like that you started with the pupil’s actual needs and strengths, rather than jumping straight to the technology. The literacy, organisation and written recording difficulties you mentioned are very common barriers, and the tools you picked seem very practical. Immersive Reader, speech-to-text and audio supports will make a big difference if they help the pupil access tasks without feeling stuck before they even begin. I also like that you included observation and pupil discussion. Sometimes the child can tell us a lot about what helps them, especially if they already enjoy using digital tools or respond well to visuals. Introducing the supports gradually is a good idea too and prevents the child from becoming overwhelmed. Your final point is important. Assistive technology is all about helping the child to work independently to the best of their ability.
This is a lovely example of matching the activity to the child Lisa, rather than starting with the tool first. The dog theme is a great idea, especially if it’s something she already loves, as that interest could really help with attention and motivation. I like the simple, repeated sentences too. For a young child with autism and dyslexia, this type of predictable structure can make the task easier to access. The fact that the words are being read aloud and highlighted at the same time within Immersive Reader would be a huge support to your target pupil. The consistent slide layout is a good choice as well. Too much going on visually can be overwhelming, so keeping it clear and familiar from slide to slide should help her focus on the reading. I also liked the mix of activities, especially matching, counting, and choosing from picture options. It gives her different ways to respond without everything depending on spoken or written answers.
Hi Laura. I like that you can see the potential of AI for the planning, the differentiation and the resource-making, but you’re keeping an eye on the practical side of it too. Immersive Reader is a great tool to start with. It’s simple enough to use and it really can make a real difference for a child who finds reading hard or who needs a bit more independence with text. I’m with you on the fear and uncertainty around AI as well. A lot of teachers are curious about it, but equally not sure where to begin, or what’s safe and actually worth the bother. And of course, cost is a big factor, especially if its individual teachers reaching into their own pockets for these tools. Your question about a whole-school approach is a good one to raise. It’d probably make sense for a school to trial a small handful of tools first, across a few class levels, and see how they get on before putting money behind anything long term.
Immersive Reader is one I’ve gone back to time and again in SET, Louise, so I agree with you that it’s a great tool. The shortage of readers is a genuine headache, and anything that lets a child engage with the text under their own steam is worth its weight. The Write a Book project is a lovely example of it. When a child is struggling with the reading, the story itself can pass them by completely, because every bit of effort is going into just getting through the words. Having it read aloud for them, with the grammar and syllable supports sitting there when they need them, can be the very thing that keeps them in it rather than giving up.
This is a really practical way to use digital technology, Marie. I like that you’re not overcomplicating it, just using the tools to make the learning that bit clearer and easier to keep on top of. Google Classroom is great for keeping everything in the one place ; the links, the tasks, the instructions. Once the children get into the routine of it, it saves you a fair bit of time. The idea of using Slides and Docs for group projects is a good one too. It’s handy for the collaboration side, but it also works in your favour as the teacher, because you can see how the work’s coming along and who’s actually pulling their weight.
SDG 4 is a really important goal to focus on, Emma, especially when you look at how many girls around the world still face barriers to education. It’s hard for children to imagine not being allowed, or not being able, to go to school just because of their gender, so it could lead to a very meaningful class discussion. I like that you’ve linked it back to the classroom as well. Challenging gender bias in play, language and the resources we use is a very practical place to start.
This is a great SDG to explore, Carole, especially if children live near the coast or have visited beaches, rivers, or harbours. It makes the idea of protecting the ocean feel much closer to home. I like how you’ve linked marine life with people’s lives too. Children might first think of sea animals, but it’s important for them to see that fishing, food, jobs and family income are all connected to healthy oceans as well. The plastic waste link is a really practical one for schools. It’s something children can actually see and do something about, whether that’s reducing single-use plastic, sorting waste properly or taking part in a local clean-up.
This sounds like a really engaging lesson for 3rd class, Nicola. I like the group activity. Getting them to think about things like moving, remembering, or making decisions, and then matching those tasks to parts of the brain, would definitely lead to good discussion. The simple layout on Google Slides would be a good choice. With a topic like this, too much information on a slide could easily confuse pupils, so keeping the headings, colours and layout consistent would help them follow the lesson. Adding audio instructions is also a lovely idea. It would support children who find reading instructions harder, and it would also be handy if they were revisiting the slides at home through Google Classroom.
This is a great takeaway from the module, Rebecca. The idea of AI supporting the teacher, rather than replacing the teacher, is probably the most important point. Khanmigo certainly is very interesting and useful, especially because it doesn’t just hand over answers but helps pupils think through the steps. That kind of support could be really useful if it encourages children to explain their thinking and not just look for the quickest answer. This all sits well with the new Maths curriculum Your point about prompts is important as well. The better and more specific the prompt, the more useful the output will be. With three classes next year, I’d say AI could be a real time-saver for creating different versions of activities or resources.
Goal 12 is a great choice, Michelle, because the children can see it in their own lives straight away. Waste, recycling, packaging, and plastic. It’s all stuff they come across every day, so the SDG doesn’t feel nearly as abstract to them. The classroom waste audit is a lovely idea. It’d be very eye-opening for the pupils, and I’d say for a few of the adults as well. Sometimes when they see exactly what’s gone into the bin over a few can nudge them towards changing small habits. The awareness campaign is an excellent idea. It’s a great chance to let the class come up with their own posters, slogans, or suggestions for the school. It gives them the sense that they can actually do something about a problem.
Welcome to the course, Alana. I like that you’re not coming at assistive technology as something separate but as part of helping pupils access the curriculum and build their skills. ICT can make a big difference when it’s matched properly to the child and the task. The SETT Framework is a really practical tool for September too. It gives you a clear way to gather your thoughts when you’re still getting to know the class, rather than trying to hold all the information in your head at once. I also liked your link with the Digital Learning Framework. Using SETT alongside it could help you spot where technology is actually supporting learning, rather than just being used for the sake of it.
This sounds like a nice manageable lesson for 6th class Alana. I like the idea of pupils working in pairs to research an Irish county, as this gives them a chance to engage in peer learning. I also like the SSE link. The finished slides and pupil reflections would give you something useful to look back on, especially when thinking about how well pupils are working independently and collaboratively.
Sixth class are usually well able for more independent and collaborative work, Luke, so using the iPads in a focused way could really add to the learning. I completely get what you mean about limited access to devices. When the iPads are shared across the whole school, you really do have to make the time count. Planning one strong digital task, rather than trying to use them for everything, is probably the best approach. Interactive assignments on Google Slides would work really well for SESE projects, as they would give them a bit more choice in how they present their learning.
