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Hi Lauren,
You’ve clearly outlined how to approach Climate Action in a way that connects both local and global perspectives, and your emphasis on helping children move from fear to understanding makes sense.
Starting with pupil-led research ensures they have the necessary knowledge to devise meaningful action strategies. To build on this, you could consider linking with another school, either locally or internationally, to collaborate on a climate action project. This might involve exchanging ideas, comparing environmental challenges, or creating digital content like posters or short videos. One such initiative is Global Classrooms, which I’ve mentioned previously on these fora. It’s organised anually by Green Schools and powerfully reinforces the idea that climate action is a shared, global responsibility.
Hi Alex,
Welcome to the course. You’ve outlined how digital tools like Google Classroom and Docs can support collaboration and independent learning, and I agree, the Be Internet Awesome resource is a particularly useful way to reinforce responsible online behaviour, especially as it can be used both in school and at home, as you’ve noted.
On School Self-Evaluation, using it to assess how effectively digital tools are improving engagement and learning outcomes is a good, evidence-based approach. It helps avoid using technology for its own sake. Sticking with Google tools, you might consider using Forms to gather pupil feedback on their digital learning, or even exploring Notebook LM to compile reflective journals. Both options can help students think more critically about how they use technology, while giving you valuable insights into what’s working.
Hi Justine,
You’ve chosen a very relevant SDG, and your focus on Climate Action (SDG 13) is grounded in both your pupils’ experiences and a broader global perspective. Linking local weather changes to global challenges helps make the issue more real and meaningful for pupils, particularly, as outlined, those with personal connections to vulnerable regions.
Your school’s existing initiatives, like the school garden and Green Schools Committee, provide a great foundation for your work in this space. Another suggestion I have, is to start pupil-led climate storytelling project, where pupils collect and share stories, through video, audio or digital posters, about how climate change affects their families or communities. This could support Priority Action Area 5 by connecting local voices to global issues, while also building empathy, communication skills and a sense of agency.
Hi Grainne,
You’ve explored a great mix of GenAI tools and how they could support teaching, learning and assessment in your classroom. From creative writing and differentiated reading support, to resource creation and presentation tools, your examples like summarising chapters and translation for EAL pupils, cleraly show how AI could be integrated across subjects and diverse learner needs.
To build on what you’ve already outlined, you could use Copilot or MagicSchool AI to create a class glossary for a novel or or another subject area. Pupils could contribute key terms or questions, and the AI could help structure and visualise the content. This would support revision, vocabulary development and collaboration, while also giving pupils a real sense of agency.
Hi Lisa,
Welcome to the course. You’ve detailed a range of ways GenAI could support teaching, learning and assessment in your 5th class, from adaptive platforms that personalise content, to tools that assist with accessibility and creativity. These examples show how AI can help meet diverse learning needs, while also easing some of the workload for teachers.
Your point about challenges is well made. Access to devices and the internet, data privacy, GDPR, the list goes on and it reinforces the need for clear guidelines and, as I’ve mentioned across these fora, ongoing and relevant professional development in this space.
You’ve also highlighted how tools like speech-to-text and Immersive Reader can support struggling learners. To build on this, you could design a lesson where pupils use an AI tool to generate visual explanations of a science concept they find challenging. Pairing this with speech-to-text for written reflections could make the activity more accessible and engaging, while also supporting literacy and comprehension, and accommodating diverse needs.
Hi Naomi,
Welcome to the course! You have identified a key issue, the “us and them” mindset that often shapes how pupil’s perceive the Global South and as you’ve outlined, this Module details the importance of moving away from a ‘saviour’ mentality by encouraging deeper connections and a more empathetic, informed approach, using head, heart and hand.
Your point about overloaded teachers is very true, so using existing initiatives, such as the UNICEF Rights Respecting Schools and the Green Schools Global Citizenship, Litter and Waste, is both practical and sustainable. Green Schools is an excellent programme for embedding global citizenship without significantly adding to teacher workload. As a next step, you might consider initiating a pupil-led awareness campaign or a collaborative project with a school in the Global South. Staying with Green Schools, their annual A Week of Global Collaboration is a great jumping-off point for this kind of engagement.
Hi Catherine,
I agree, Climate Action, a an SDG that clearly connects both globally and locally. As you’ve detailed, climate change can significantly impact our pupils be it extreme weather, rising energy costs, eco-anxiety or indeed school closures. This a strong reminder of the importance of this particular DE theme.
Your approach as outlined, to supporting ESD 2030 Priority Action Area 5 is very practical. Encouraging pupil-led initiatives such as tree planting, school garden initiatives, litter picking drives and energy-saving campaigns helps build environmental awareness and agency in your classroom. Whilst, connecting these efforts with community groups and eco organisations, as mooted, shows pupils the broader impact of their actions.
Hi Laoise,
Welcome to the course. You’ve clearly identified how AI can support both planning and curriculum delivery in numerous practical ways.
Building on your ideas, you might also explore using AI to support differentiation in your classroom next year. For example, you could generate reading comprehensions or maths problems at varying levels of complexity, tailored to different pupil needs. This could help ensure all learners are appropriately challenged and supported without adding to your workload.
Also, from a whole-school perspective, another suggestion is to develop a shared prompt bank with colleagues. This could streamline resource creation and encourage collaboration, especially when designing assessments or resources. It also would help maintain consistency across classes, if teachers are using the tools for similar supports.
Hi Lina,
I couldn’t agree with you more, the the Teaching AI Handbook is an invaluable resourse for any teacher starting out with AI and a great companion to have on the journey. As mooted on these forums previously, I had the pleasure of working with Enrica Amplo on the teachingai,eu website. Enrica developed this pioneering work as part of here Ph D studies in DCU and must be commended for being an early adopter and for her dedication getting the project accross the line.
Hi Mark,
Thanks for sharing your well-structured weekly plan. Introducing Khan Academy in a formal way, as you’ve outlined, should offer consistent support for pupils across the strands the new Primary Maths Curriculum, I think you’ve got the balance right between direct teaching and using KA resources and the use of real-world examples and progress tracking adds value.
If you decide to trial this approach, it might be worth gathering feedback from pupils (Via a Google or Microsoft form) after a few weeks to see if the structure needs tweaking. To further build on what you’re planning, consider using Khan Academy’s unit mastery system to help pupils set personal goals. This can support differentiated learning and give you insight into who may need additional support or indeed what pupils need to be challenged more.
I would very much agree with you both, the administration of pupil accounts can be a real headache for the school’s Digital Learning Coordinator, or whoever has been given the task. It’s often best to keep pupil accounts for senior classes, as this can benefit them if their secondary school uses one-to-one devices, and older students are generally better equipped to manage their own accounts.
Hi Lina,
You’ve clearly shown how tools like Diffit and MagicSchool can support differentiation and planning, especially for mixed-ability and EAL learners, and I agree, the ability to quickly adapt texts or generate lesson ideas is a huge time saver.
Your use of Gamma for presentations also highlights how AI can enhance engagement without adding to workload. It’s great to see how it’s reducing time spent in PowerPoint, and more generally, how AI tools like ChatGPT, Diffit, MagicSchool, and the aforementioned Gamma are allowing you to focus more on pupil response and less on formatting or admin.
Your concerns around the overuse or dependence on GenAI tools are well founded, and I agree with you, getting the balance between efficiency and professional judgement is key. AI should support, not replace, the creativity, empathy, and responsiveness that a good teacher provides. The mantra I repeat when using AI myself is, “Working with GenAI, the final touch should always be human.”
Hi James,
From what you’ve outlined, it’s clear your school is doing great work to support families from refugee and migrant backgrounds. And the early intervention you’ve referenced, is so important,especially when families may only be with you for a short time.
It’s also great to hear about Crosscare and the range of services they offer across North Dublin. Building stronger links, whether through staff workshops, connecting families with supports, or running awareness projects with pupils, sounds like an excellent way to deepen that connection and make your school community even more inclusive.
Hi Aisling,
Welcome to the course! I agree, Ehigie’s point about how we can “become distracted from the fact that we are living in a global village that we all have a stake in” is powerful and really makes you think. Encouraging pupils to take social action, no matter how small, is such an important message to share.
Your ideas for integrating DE through SSE, debates, projects, art, and Intercultural Day are good ways to make it real and relevant. One more idea, I’ve mentioned previously on this forum is the creation of a “Global Voices” wall in your classroom next year. Here pupils could post news stories, quotes, or artwork that connect to global issues they are aware of/care about. It’s a simple way, as you put it, “to embed global citizenship into daily learning”.