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Charles Blacker Vignoles: Engineering Inspiration
(https://www.askaboutireland.ie/reading-room/life-society/science-technology/irish-scientists/charles-blacker-vignoles-/ – Info re Charles Blacker Vignoles, other sites for verification purposes: ICE, Royal Society, UCL and the Dictionary of Irish Architects, I include this as I would be encouraging the children from a young age to site their work and verify their information)
Charles Blacker Vignoles, a civil engineer born near Enniscorthy in County Wexford, provides an opportunity to connect local history with practical engineering investigations. He was involved in railway engineering and is associated with the Vignoles rail, as well as designing and constructing the large suspension bridge over the River Dnieper at Kyiv.
I would use Vignoles and his Kyiv bridge as the starting point for a classroom investigation into bridges and the properties of materials. The children could first explore the structure and consider: What does a material need to be able to do to make a successful bridge? Why does it need these properties? They could investigate different bridge designs and test a range of materials for properties such as strength, flexibility and durability.
I would then transfer this learning to a problem within our school context: designing and making a bird feeder for our school garden. Drawing on our previous biodiversity observations, the children could consider where the feeder should be positioned and what it needs to withstand. They would decide which material properties are important for this particular purpose and justify their choices.
Children would design, make and test their feeders, using agreed success criteria to evaluate their designs and make improvements. Digital tools such as Minecraft or Tinkercad could also be used to create a plan before construction.
This would allow Vignoles’ work to become more than a historical study. The children would use his engineering as inspiration to observe, question, investigate, apply, test and evaluate, transferring learning from a real engineering structure to a new problem within their own environment.I would use a local suspension bridge as inspiration for an engineering design and make project, but rather than asking the children to build a bridge, I would use the bridge to investigate why particular materials are chosen for particular purposes. This would give the children a genuine reason for studying engineering rather than the bridge simply being a stimulus.
I would begin by exploring a local bridge and, where possible, using resources such as the engineering trail at Birr Castle Demesne. We would investigate how suspension and more conventional bridges are constructed and consider what properties their materials need to have. The children could ask questions such as: What does a material need to be able to do to make a successful bridge? Why does it need these properties? They could then test a selection of materials for properties such as strength, flexibility and durability, recording and comparing their findings.
We would then transfer this learning to a new engineering problem within our school context: Our School Garden: How can we design and make a bird feeder that is suitable for the birds that visit our garden? Drawing on our previous biodiversity learning, the children would consider where the feeder should be positioned and what the birds need. They would then decide which material properties are important for the feeder and justify their choices. For example, they would need to consider whether materials can withstand outdoor conditions and whether the feeder can be repaired rather than replaced.
Children would design, make and test their bird feeders, using success criteria established beforehand to evaluate their designs. They could use digital tools such as Minecraft or Tinkercad to create a plan before making a physical model. The project would therefore move from observing real engineering, to investigating material properties, to applying that knowledge to a new design problem. It would encourage children to become active agents in their learning, testing and refining their ideas rather than working towards a predetermined outcome.Seasonal Biodiversity Project
I would use our school garden as the basis for a seasonal biodiversity project running throughout the school year. The aim would be for the children to observe, record and investigate how the plants, animals and conditions within the garden change across the seasons. A key concept introduced in this module is phenology, the timing of seasonal events in nature, which would provide a useful focus for the project and an important addition to our STEM vocabulary.
I would bring the children outdoors approximately once a month to make consistent observations. Each observation would be recorded so that the children could compare changes across the year. They could record what is growing, what stage the plants are at and what they look like. They could also record the weather conditions on the day, perhaps through a drawing, and investigate the condition of the soil by considering its dampness, temperature and texture. The children could also record any insects or birds they observe and where they are found.
The recording sheet could therefore provide a consistent structure while still allowing children to demonstrate their observations in different ways. Photographs, drawings, words. clay and simple data could all be used. I feel this is particularly important in a primary classroom as children should have different ways to demonstrate their learning rather than being reliant solely on written recording.
The project would also build directly on the mapping work from Module 2. Children could map where particular plants, insects or birds are found within the garden and create layers showing different observations. This would be particularly useful for visual learners as it would allow them to see their learning represented spatially. Over time, the maps could also provide a visual record of how the biodiversity of the garden changes throughout the seasons. The children could begin to ask questions such as “Why are they in this specific spot?” and compare the conditions in that location with other areas of the garden as well as looking at if the ‘spot’ changes with the season and investigate why that may be.
Identification resources from the module could support these observations. The children could use iPads and apps such as Seek and PictureThis, while also checking identifications against other sources such as Wild Flowers of Ireland by Zoe Devlin. This would provide an opportunity to reinforce the importance of checking information rather than accepting an identification simply because it has been provided by an app. The repetition of observing and identifying the same types of plants or birds throughout the year should also help to build children’s knowledge and recognition.
Once the school garden is established, children could try to identify one bird/insect each month and record their observations. Over time, they could consider when particular birds/insects are present and when they are not, and begin to investigate the conditions or resources they might require. This could develop into a more focused investigation of a particular bird or insect based on the children’s own observations and questions.
The project would provide opportunities to integrate other subject areas. Literacy could be developed through the children’s STEM notebooks, including their own dictionary of new vocabulary such as phenology, as well as through recording observations and researching species. Mathematics could be incorporated through recording and comparing observations and representing information through charts or graphs. Technology would be used through iPads, identification tools and digital recording, while mapping would provide a strong geographical element. Music could also be incorporated through the creation of a soundtrack or score inspired by the sounds of the birds and the school garden, such as wind, rain and birdsong.
The project would also allow the children to consider how seasonal conditions may affect what grows and the biodiversity they observe. They could reflect on unusual conditions, such as hotter summers or wetter winters, and consider whether these appear to have influenced what is growing or the amount that grows. Rather than simply giving children the answers, these observations could provide opportunities for them to generate their own questions and investigate the reasons behind the patterns they notice.
By returning to the garden regularly, the children would build a record of change rather than experiencing biodiversity as a single outdoor lesson. The project would move from observation and recording, to comparison and questioning, and potentially to more focused investigation. Combining written records, drawings, photographs, maps and data would allow children to demonstrate their learning in different ways while developing their understanding of the living environment around them.Hands-On Mapping Activity: Investigating Our School Garden
I would use our new school garden as the basis for a hands-on STEM mapping activity. The purpose of the lesson would be to investigate what flowers and vegetation might be best to plant in the garden and why. Rather than viewing mapping as an isolated activity, the children would use maps and different layers of information to investigate a real question within their own school environment and ultimately make informed decisions about what could be planted.
I would begin by showing the children a video from The Heritage Council on creating a 3D map. Then, in context of our school garden, I would pose the following question: ‘What currently grows in our garden and where does it grow?’ I would follow this up with a walk around the school garden to observe existing vegetation. They could take photographs of how the garden looks now, consider how it looked previously and how it might look in the future. This information could form an existing vegetation map layer. Initially, the children could create a map; allowing them to choose different ways; including a drawn 2D map, a 3D map using materials such as stones or LEGO, or a digital map, provides the opportunity for students to exercise choice within the context of their learning and increases student engagement and ownership.
The lesson would progress to cover the following questions:
‘Where is the light?’
The children could investigate which areas of the garden receive the most light, creating a sunlight map layer. A free light-meter app could be used to collect information. This is an important example of how my approach to technology within STEM has developed. Rather than technology being used as a separate activity or simply to practise another subject, it becomes a tool that helps the children further their investigation and answer a question.
‘What is the soil like?’
Soil depth and type could be investigated and recorded as another layer of information. This would create an opportunity for the children to research what specific conditions particular plants require. They could consider why particular flowers or vegetables might grow well in one area but not another and use the information they have collected to inform their thinking.
‘What do pupils want?’
The children could investigate the preferences of other pupils in the school through different types of surveys. A digital survey would provide an opportunity to use technology as a research tool, while a written questionnaire would incorporate literacy skills. The results could then be represented through hand-drawn charts and graphs, creating another form of data that could be considered alongside the physical characteristics of the garden.
And finally; ‘What should we plant?’
Rather than simply choosing their favourite flowers or vegetables, they would use the different layers of information they have gathered to research which of the suggestions are viable and record the reasons why. Their final map could therefore represent their interpretation of the evidence and show where different plants might be suitable within the garden.
This layered approach would allow the children to see that a map can contain and communicate different types of information. Poly pockets and markers could be used to create transparent layers, with a grid drawn onto the poly pocket. By placing the different layers over one another, the children could begin to identify relationships between the information they have collected. For example, they could consider the relationship between sunlight, soil conditions and existing vegetation when thinking about where a particular plant might grow best.
Differentiation would also be incorporated through the success criteria. For a child with fine motor difficulties, success could be demonstrated through the creation of the map and placement of its components. For a child with lower levels of engagement, an accurate depiction of the area and an appropriate key could provide a clear and achievable goal. For a higher-achieving child, expectations could include the use of scale, an accurate and useful key, and the creation of different representations of the same area, such as digital, 3D and 2D maps.
Throughout the lesson, I would also develop the children’s STEM vocabulary through a project book or STEM notebook, creating their own dictionary of new words as they encounter them. This would support the literacy element of the investigation while also helping the children to communicate their scientific and geographical thinking.
The investigation would therefore move from questioning and observation, to mapping and data collection, to interpretation and decision-making. The different map layers would allow the children to combine information from across the curriculum rather than treating Science, Technology, Engineering and Mathematics as separate areas. Following the lessons above, I would invite my friend James in to talk to the class as he works in the area of mapping and data collection using drones. In my lesson, the children would be using this knowledge to investigate a real problem within their own school environment and contribute to decisions about the future of their school garden. It could even become part of our green schools initiative this year.I would just like to add a detail that I feel was lacking in my answer. I feel that my previous teaching of STEM especially in the area of technology, was definitely more stand alone or ‘along side’ other subjects instead of being ‘authentically STEM’ and underpinned by the Engineering Design Method.
After reviewing the article entitled: ‘Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018’ I feel I have a better understanding of what STEM education SHOULD look like in the classroom as opposed to what is HAS looked like previously. The view that the engineering is the glue that connects the STEM disciplines highlights exactly how they should be taught; cohesively and through the presentation of an open-ended question allowing pupils to reflect and connect prior knowledge but ensuring that such knowledge is not limited to one subject only. This way the children can pull knowledge from all areas. My previous course was ‘Ai for teachers’ and I think STEM is a great way of introducing Ai as an assistant to students as opposed to a generator of answers thereby disengaging student thinking. Modelling and exploring how to write efficient and concise prompts would ensure that AI is used to help further the children’s learning as opposed to ‘giving’ them the answer. The first course I did was Six Bricks and it detailed how lessons featuring STEM came to be by merely providing stimuli. ‘Six Bricks and Bob’ was a great example of how an open-ended question or play based approach to learning can result in lessons that are truly engaging and almost completely child-lead. A quote from that course sprung to mind when reading Liston’s article; “Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.” – John Dewey. I feel like this very quote sums up what Liston is saying. The Engineering Design Process coupled with dealing in real world problems and the idea of learning skills AS WELL as knowledge is how a child will truly learn through STEM. This is now how STEM will look in my classroom, it will truly echo all the course learning I have done this year and can be summarised by saying that ‘A moving child is a learning child’ (Module 4, Six Bricks Course, CPD Teacher training).
Thanks for the suggestion of An Taisce and No Mow May Orla&CJ!
I’ll pass this onto our green school’s team!
Wow CJ this is amazing! Our school has just gotten a plot donated for a school garden. The children were heavily involved in the design in that the older classes all submitted their own design of what it should look like. As works are almost complete and we will be ready to start implementing their suggestions, this activity would be an excellent start to the year! I’ll recommend it to our green school’s coordinator! Thanks so much!
Great reflective piece here CJ. I agree completely about hands on learning and letting the children discover concepts for themselves. When they join the dots and make the connections independently as a learner, it is far more likely to stay with them in terms of the content and the learning experience itself.
I logged into Chat GPT for this task. I knew that I wanted my lesson to be about the accuracy of AI generation and the importance of the ‘input’. I want students to be critical of what they see on the internet; to question its legitimacy instead of blindly accepting it to be the truth. I can see the potential for integration with a lesson like this as before even deciding on a particular topic to explore the concept, you are already covering Well-being and the Primary Language curriculum.
The lesson I have created with the help of AI is below; I feel that by doing the task this way, I have truly applied and demonstrated my learning in terms of the course content. I say this as I started by entering in what I wanted, I was very concise with my input. I evaluated the output and then made the necessary edits to ensure that the lesson is appropriate for my class in every aspect. This has shown me how AI can be used by a time poor teacher genuinely trying their best for the students. Instead of banging my head against the wall by spending hours contemplating how I could best plan, resource and deliver this lesson, I thought about what I wanted to teach, why I wanted to teach it and what I wanted the students to take away at the end of the lesson and let AI do the bulk of the work afterwards. What would have taken me hours, has taken minutes thereby freeing up more time for me to edit, differentiate and ‘jazz’ up the lesson. It allows me to have better lessons with more accurate learning outcomes; it enables me to question what I’m teaching and why and gives me the time to be able to that which is one of the most important things as a teacher. I have often seen a very cool science experiment or activity that I knew the kids would love but couldn’t figure out exactly what said activity would be teaching them. Now I know that instead of trying to research that for hours in order to ensure it is a valuable activity in line with the curriculum, I can ask AI to present me with the relevant research and then make a decision based on the evidence in front of me.My lesson plan:
Lesson Plan: Does AI Always Get It Right?
Class: 3rd Class
Curriculum Areas: Language – English; Wellbeing
Lesson Focus: AI, language, bias and critical evaluation of information
Duration: Approximately 60 minutes
Theme: What we put in can influence what we get out.
________________________________________
1. Rationale
Children encounter information through an increasingly wide range of digital and online sources. Generative Artificial Intelligence (AI) provides a useful context through which children can explore an important aspect of language and digital literacy: the language we use can influence the information or response we receive.
Through playful experimentation, children will discover that changing the wording, detail or assumptions within a prompt can change an AI-generated response. They will then consider how this connects to information they encounter online.
The central message of the lesson is:
AI gives us an answer, but that does not mean the answer is automatically correct. We need to think about both the input and the output.
Children will begin to develop the habit of asking:
• What did I ask?
• Was my question clear?
• Did I make assumptions?
• Could my question have been biased?
• What did I get back?
• Does it make sense?
• How could I check it?
________________________________________
2. Curriculum Connections
Language – Primary Language Curriculum
The lesson develops children’s ability to:
• communicate ideas, questions, opinions and explanations clearly;
• listen and respond to the ideas of others;
• use language purposefully for different audiences and situations;
• ask questions and make requests;
• engage with and evaluate information presented in texts;
• use comprehension strategies such as questioning, making connections, clarifying and evaluating information;
• discuss different viewpoints and interpretations of texts.
This connects particularly well with the new Language curriculum’s emphasis on children becoming active, critical and purposeful users of language. The Stage 3 Reading outcomes include developing comprehension through strategies such as questioning, clarifying, determining importance and using background knowledge, while the curriculum also asks children to discuss and evaluate viewpoints and messages.
Wellbeing
The lesson supports children to:
• develop self-awareness and confidence in their own thinking;
• recognise that their thoughts, experiences and assumptions can influence how they interpret information;
• make informed and responsible decisions;
• develop critical thinking and ethical awareness;
• understand their responsibilities when engaging with information and technology;
• recognise that information encountered online can influence how we think and feel.
This reflects the new Wellbeing curriculum’s emphasis on social, emotional and ethical development, self-awareness, life skills, connectedness and children’s ability to make responsible choices.
________________________________________
3. Learning Intentions
We are learning to:
1. understand that the information we give an AI tool can influence the response it produces;
2. understand that the words we choose can contain assumptions or bias;
3. recognise that an AI-generated answer is not automatically true or reliable;
4. use questioning and critical thinking when evaluating information;
5. apply what we learn about AI to information we encounter on the internet.
________________________________________
4. Success Criteria
I can:
• explain what an AI prompt is;
• explain why a clear prompt can produce a more useful response;
• identify when a question contains an assumption;
• identify when wording might influence an answer;
• question whether an AI response is accurate;
• give at least one way I could check information;
• explain why I should not automatically believe something just because it appears online or was produced by AI.
Child-friendly success criteria
I can ask it clearly.
I can spot the assumptions.
I can question the answer.
I can check before I believe.
________________________________________
5. Key Vocabulary
Introduce/display:
AI – Artificial Intelligence
Prompt – the instructions or question we give an AI tool
Input – the information we put into a system
Output – what the system gives back
Bias – when a viewpoint or assumption influences how something is presented
Accurate – correct or free from mistakes
Reliable – something we can reasonably trust
Evidence – information that helps us decide whether something is true
Source – where information comes from
For 3rd Class, the teacher can repeatedly return to the simple language:
INPUT → OUTPUT → CHECK
________________________________________
6. Resources
• Interactive whiteboard/projector
• Two or three prepared AI-generated responses
• Prompt cards
• “AI Detective” recording sheet
• Large paper/chart paper
• Sticky notes
• Optional: access to a generative AI tool for a teacher-led demonstration
Important: The teacher should control any live AI demonstration. Children do not need individual accounts or unsupervised access to a generative AI system.
________________________________________
7. Lesson Sequence
A. Starter – “Would You Trust It?”
Time: 5–8 minutes
Display the following statement:
“AI said it, so it must be true.”
Ask the children to show:
👍 Agree
🤔 Not sure
👎 Disagree
Do not immediately tell them the answer.
Ask:
• Why did you choose that?
• Can a computer make a mistake?
• Can people make mistakes?
• Where do you get information?
• Have you ever seen something online that turned out not to be true?
Establish the key idea:
Something being written down or appearing on a screen does not automatically make it true.
Tell the children:
“Today we are going to become AI detectives. We are going to investigate something very important: what happens when we change the question we give AI.”
________________________________________
8. Activity 1 – Same Topic, Different Prompt
Time: 10 minutes
Tell the children that you are going to ask an AI system two questions about the same topic.
For example:
Prompt A
“Tell me about dogs.”
Prompt B
“Tell me five interesting facts about how dogs help people. Use simple language suitable for a 3rd Class child.”
Display the two responses.
Ask:
• Are the answers the same?
• Which answer is more useful?
• Why?
• What did we change?
• What extra information did we give the AI?
Develop the concept:
The input matters.
Explain:
“AI doesn’t know exactly what we mean unless we give it information. The words we choose help guide the response.”
Create a class anchor chart:
GOOD INPUT
Clear
Specific
Gives useful information
Says what you need
↓
OUTPUT
Could be useful
Could be incomplete
Could contain mistakes
↓
OUR JOB
Read it
Think about it
Question it
Check it
________________________________________
9. Activity 2 – The Question Can Change the Answer
Time: 10–12 minutes
Introduce a more interesting example.
Ask:
Prompt A
“Why are cats better pets than dogs?”
Then ask:
Prompt B
“What are some ways cats and dogs can both make good pets?”
Ask children to compare the responses.
Questions:
• What is different about the questions?
• Did the first question already contain an opinion?
• What does the word “better” assume?
• Did the question give the AI a choice?
• Which question gives us a more balanced answer?
• Could we rewrite the first question?
Children suggest alternatives.
For example:
“What are the similarities and differences between cats and dogs as pets?”
Discuss the important concept:
Sometimes the question itself contains an assumption.
Introduce the word bias:
“Bias can happen when we start with an assumption or a particular point of view. Our words can influence the information we get back.”
Emphasise that having an opinion is not “bad”. The important skill is recognising when our opinion or assumption might influence the information we are asking for.
________________________________________
10. Activity 3 – Become an AI Prompt Detective
Time: 12–15 minutes
Place children in pairs.
Give each pair a prompt card.
Examples:
Card 1
“Why is football the best sport?”
Card 2
“Why are video games bad for children?”
Card 3
“Tell me why summer is better than winter.”
Card 4
“Tell me about the best animal.”
Card 5
“Why should everyone have a dog?”
Card 6
“Tell me some reasons children should read books.”
Children discuss:
1. What is the person asking?
2. What assumption is hiding inside the question?
3. Is the question fair or balanced?
4. How could we improve it?
They rewrite their prompt.
Example
Original:
“Why are video games bad for children?”
Improved:
“What are some possible benefits and disadvantages of playing video games?”
Discuss how the second question allows us to hear more than one viewpoint.
________________________________________
11. Activity 4 – From AI to the Internet
Time: 10 minutes
Now make the connection explicit.
Say:
“We’ve discovered that the question we ask AI can influence the answer we receive. But what happens when we are reading something on the internet?”
Display a fictional online statement:
“Scientists have discovered that children who eat breakfast every day are smarter.”
Ask:
Would you believe it immediately?
Children discuss with a partner.
Introduce the idea that we should become information detectives.
Create a second class checklist:
STOP – THINK – CHECK
🛑 STOP
Don’t believe something just because you saw it online.
🧠 THINK
• Who said it?
• What exactly are they claiming?
• Does it sound reasonable?
• Is there an opinion or assumption?
🔎 CHECK
• Where did the information come from?
• Can I find the same information somewhere reliable?
• Is there evidence?
• Is the information current?
• Does another trustworthy source agree?
Make the connection:
“When we use AI, we need to think carefully about the input and the output.”
“When we use the internet, we need to think carefully about the source and the information.”
________________________________________
12. Plenary – “One Thing I Know Now”
Time: 5 minutes
Give each child a sticky note.
Complete:
“Before I believe something an AI or the internet tells me, I should…”
Possible answers:
• check another source;
• ask questions;
• look at who wrote it;
• see if there is evidence;
• check whether the information is current;
• think about whether the question was biased;
• remember that AI can make mistakes.
Place responses around the class anchor chart.
Finish with:
“AI can be a useful tool, but it is not the person doing the thinking. We are.”
________________________________________
13. Assessment
Assessment for Learning
Throughout the lesson, observe whether children can:
• distinguish between input and output;
• identify changes between two prompts;
• recognise assumptions in questions;
• suggest ways to make a question clearer or more balanced;
• question the reliability of an answer;
• suggest appropriate ways of checking information.
Teacher questioning
Useful questions include:
• “What made you think that?”
• “What information did we give the AI?”
• “What did we leave out?”
• “What assumption is hiding in that question?”
• “Could someone else interpret that differently?”
• “How could we find out if this is true?”
• “What evidence would we need?”
• “Would you trust this information? Why?”
________________________________________
14. Differentiation
Support
Provide sentence starters:
“I think the prompt is ______ because…”
“The question assumes that…”
“I would change the prompt by…”
“I would check this by…”
Use visual cards for:
INPUT → AI → OUTPUT → CHECK
Allow children to work collaboratively.
Extension
Ask children to create their own deliberately biased prompt and then rewrite it as a balanced question.
For example:
Biased: “Why are books better than TV?”
Balanced: “What are some benefits and disadvantages of reading books and watching television?”
Challenge children to explain exactly which words changed the meaning of the question.
________________________________________
15. Key Teacher Message
The lesson should avoid giving children the impression that AI is simply “bad” or that everything produced by AI is false.
Instead, the key understanding should be:
AI can produce useful information, but the quality and usefulness of an output can be influenced by the input, and the output still needs to be evaluated.
And the wider digital-literacy connection is:
The internet is full of information, but finding information is not the same as knowing that information is true.
The child is therefore developing a transferable habit:
ASK → QUESTION → CHECK → DECIDE
________________________________________
16. Possible Follow-Up Lesson
A second lesson could build directly on this one:
“Can We Trust This?” – Fact Checking Online Information
Children could be given three age-appropriate pieces of information:
1. a reliable factual statement;
2. an exaggerated/misleading statement;
3. a completely fictional statement.
Working in groups, they would investigate the source, evidence, language and other available information before deciding how trustworthy each claim is.
This would allow the AI lesson to become the starting point for a broader unit on critical literacy, digital citizenship and responsible participation online.This is a fabulous lesson plan and features excellent resources to keep children of all abilities engaged. I have third class this year and will be saving your lesson so I can alter it to suit them. Thank you!
I have to agree with Carol who mentioned that she felt Microsoft Reading Coach is one of the most beneficial AI applications of the course so far. I have looked into OSMO and Magic School but again, due to the amount of funds needed; it is unlikely that schools would be able to use them; this obviously applies more so to OSMO which is a shame as it looks fantastic.
Before I properly delve into how I would introduce and use Microsoft Reading Coach however, I do have one question for the course administrators following research of MagicSchool AI. A video I watched created by a school district who use it references the translation feature but pointed out that based on a traffic light system created by said district, this is where a teacher needs to check for accuracy. While I completely understand the necessity of teacher overview, since we are not fluent in the additional languages that may feature in our classroom, could anybody recommend how to use the feature appropriately?
With Reading coach, I would also be using it as a weekly lesson due to the fact that our digital devices are timetabled that way. I love the idea of letting the children create a story using AI as it allows them to ‘buy in’ to the premise. I think the analytics of the reading is excellent and gives the teacher a better idea of what to specifically listen out for when listening to their reading. When identifying the specific words that children are having difficulty with, the teacher can create lessons based on those specific spelling patterns to extend and help consolidate learning. Upon researching Reading coach further, I plan to educate myself on Microsoft teams so I can use it in conjunction with the reading coach and get the children to send in audio assignments. We can then use it for self-assessment as the student can listen back on a previous recording of the same passage and pick out areas of achievement and areas which require further improvement.