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For this activity, I created a lesson on the spelling rule of doubling the final consonant before adding -ing or -ed for a 2nd Class English lesson.
Overall, I found the AI-generated lesson to be well structured, engaging, and suitable for young learners. The lesson included clear explanations, interactive activities, and a colourful, child-friendly poster that would help maintain pupils’ interest. The sequence of activities also provided opportunities for practice and reinforcement of the spelling rule.
However, I noticed that the poster created using Create contained some inaccuracies. For example, the poster showed cat → catting/catted, which is incorrect because catting is not a word that would normally be taught in this context. It also included the word jump, even though it does not follow the doubling rule when adding -ing or -ed (jumping, jumped).
The poster would require some teacher editing before classroom use, but the adjustments needed were relatively minor. The main content, structure, and activities were useful and saved considerable planning time.
I agree that this module gave great understanding of using Copilot for lesson planning and using Teach. I had used Copilot this school year to make drama lesson plans as it came up with great ideas but was unaware of the Teach button. I will definitely use it this coming year, however ~I notice for the standards and using ire for ireland currently only shows language arts, maths, social studies and science. I hope this changes as months go on to show the whole irish curriculum ‘standards’.
I agree Sinead that Copilot will be useful with policy making, planning and SSE. I look forward to it evolving more over the coming months to facilitate the Irish Curriculum and the new primary framework. When I did my first draft of a lesson it was looking at the 1999 curriculum so needed to be prompted to find the new curriculum. Again this is a great tool but needs monitoring befor use in the classroom but a great first edit to give ideas and a start with the plans.
I found using Microsoft Copilot to be a positive experience when creating a worksheet and lesson resource on the 1916 Easter Rising for a 5th Class history lesson. It provided a useful starting point by generating age-appropriate content, comprehension questions and vocabulary activities that aligned with the topic. However, I still needed to review and edit the material to ensure it matched the needs, abilities and interests of the children in my class.
One of the biggest benefits of AI is the time it can save when planning lessons and creating resources. It can quickly generate first drafts, offer new ideas for activities and make planning more efficient, allowing teachers to focus more on teaching and supporting pupils. Another advantage is that AI can help with inclusivity by suggesting differentiated tasks and providing alternative ways to present information so that a wider range of learners can access the curriculum.
A limitation of AI is the potential impact on teacher agency if its suggestions are accepted without careful consideration. Professional judgement remains essential, and all AI-generated content should be reviewed, adapted and edited to ensure it is accurate, curriculum-appropriate and suitable for the specific children in the class.
To ensure pupils remain the ones doing the thinking, I would use AI as a planning and resource-development tool rather than as a source of answers for pupils. In my lesson on the 1916 Easter Rising, pupils would engage with historical information, discuss key events, answer questions and form their own understanding of the significance of the Rising. AI would support my preparation, but the learning, critical thinking and historical enquiry would remain firmly pupil-led.
