This Months Newsletter

Copilot AI Prompts

Microsoft Copilot is available only to staff

however, the process of using AI to create can be shared with learners. Staff can create resources to be shared with learners and used to check for accuracy. This will develop a learner's understanding of the need to double-check the results of AI for hallucinations.

Remember that all AI-generated material should be checked for Bias and Hallucinations

Development of Literacy Skills

Write a prompt
Analyse what the AI creates and identify ways it can be improved
Edit the initial prompt with improvements
Repeat the process

What can be done in Microsoft Copilot?

Copilot is Microsoft's AI application, which can be used to ask questions. There are additional areas which can be used in Copilot; these are:

Library- the pages and images which have been created in your Copilot account
Create - create images, videos, design infographics, create a story, edit an image and more.
Teach- create teaching tools, see the History of your content and resources available.

Your AI-generated work should be taken as a first draft, and ensure that what is created is checked for bias and hallucinations. I have included examples below, where the prompt used can be copied and adapted to suit your needs.

Copilot Chat or an Agent

Using AI to create one-off pieces of work or to make individual enquiries, Copilot Chat will work well.

When repeating tasks, where much of the same information is within the prompt, the use of an Agent will work more effectively.

Create lesson plans

The result from AI will only be as good as the prompt you use.

Prompt: Create a lesson plan for an hour-long lesson on introducing the features of a river for year 4 class. Include an introduction that questions what the learners already know. Include two activities, one which can be created in a book and another activity which can be created using the applications available through Wales' Hwb platform. Include questions which can be used to assess the learner's understanding at the end of the lesson. Differentiate for three levels of understanding.

Add specifics to support Copilot in creating what has been asked.

Here’s a detailed hour-long lesson plan for introducing the features of a river to a Year 4 class, aligned with your requirements:

Lesson Title: Introduction to River Features

Duration: 60 minutes
Subject: Geography
Year Group: Year 4
AOLE: Humanities (with digital competence integration via Hwb)

Learning Objectives

Identify and describe key features of a river (source, mouth, tributary, meander, etc.).
Understand the journey of a river from source to mouth.
Use digital tools to represent river features.

Success Criteria

Learners can name and explain at least three river features.
Learners can create a labelled diagram and a digital representation of a river.
Learners can answer questions showing understanding of river processes.

Lesson Structure

1. Introduction (10 minutes)

Starter Questioning:
- What do you already know about rivers?
- Where have you seen a river? What did it look like?
- Why do you think rivers are important?
Show a short image/video of a river (source to mouth) and ask:
- Can you spot any parts that look different? Why might that be?

Purpose: Activate prior knowledge and set context.

2. Activity 1 – Book-Based Task (20 minutes)

Learners draw a river from source to mouth in their books.
Label key features:
- Source, Tributary, Meander, Floodplain, Mouth, Estuary.
Add a short description for each feature (sentence level).

Differentiation:

Support: Provide a printed diagram with labels to copy.
Core: Draw and label independently using a word bank.
Challenge: Add explanations of how water moves through each feature.

3. Activity 2 – Digital Task via Hwb (20 minutes)

Use J2e (J2Paint or J2e5) or Book Creator on Hwb:
- Learners create a digital poster or interactive page showing river features.
- Include images (from Hwb resources or safe search), labels, and short text.
Encourage creativity: arrows, colour coding, and captions.

Differentiation:

Support: Use a pre-made template with placeholders for labels.
Core: Create a simple labelled diagram digitally.
Challenge: Add hyperlinks or audio explanations for each feature.

4. Plenary & Assessment (10 minutes)

Quick-fire Questions:
- Where does a river start?
- What is a tributary?
- Why do rivers meander?
Exit Ticket: Write down one new thing learned today.

Assessment Questions by Level:

Support: Name two parts of a river.
Core: Explain what a tributary is and where you find it.
Challenge: Describe why rivers have meanders and how they form.

Resources Needed

Images/video of rivers.
Paper, pencils, colouring materials.
Access to Hwb (J2e or Book Creator).
Word bank of river features.

Copilot then asks...

Would you like me to create a ready-to-use printable worksheet for Activity 1 and a step-by-step guide for the Hwb digital task? Or should I also include links to Welsh curriculum statements for Humanities and Digital Competence?

Create resources to share in class - Data sets

The result from AI will only be as good as the prompt you use.

Prompt: Create a spreadsheet of example data that can be used by learners to understand weather patterns around the major cities around the world.

Add specifics to support Copilot in creating what you want.

Data sets can be created to suit the requirements of the topic. The data can then be manipulated by learners; they could sort the data and apply formulas to understand the data further. Graphs and Charts can be created to represent the data.

In this example, Copilot has produced several sheets with the information requested.

weather_patterns_example

Create resources to share in class - Exemplar texts

The result from AI will only be as good as the prompt you use.

Prompt: Create a three day diary entry from Puck in A Midsummer Night's Dream. The entry should be no more than 300 words per day.

Add specifics to support Gemini in creating what has been asked.

This resource could be shared with learners to discuss their feelings about its accuracy. They could write their own diary entry for one of the other characters in the play.

Here’s a creative take on Puck’s three-day diary entries, staying true to his mischievous personality and the tone of A Midsummer Night’s Dream. Each entry is under 300 words:

Day One

What a delicious day for mischief! Oberon whispered his plan, and I was all ears—love and chaos, my favorite brew. The quarrel between Titania and my lord grows hotter than a midsummer sun. Mortals wander the forest like lost lambs, bleating for love. How could I resist? Oberon gave me the flower, its juice a spell sweeter than honey. One drop upon Titania’s eyes, and she shall dote upon the first creature she sees. Oh, what sport that will be! I’ve also orders to charm a mortal man—easy enough, though their faces blur like shadows at dusk. I’ll find this Athenian and make him swoon for the maid who scorns him. Love is a game, and I am its trickster. Tonight, the forest shall hum with laughter—mine most of all.

Day Two

Oh, what a tangle I’ve woven! Titania now croons over a donkey-headed fool—Bottom, they call him. His braying makes the fairies giggle till their wings quiver. Oberon will be pleased, though I suspect he enjoys the jest as much as the revenge. But the mortals! I mistook one for another—curse their sameness! Now two men chase one maid, and the other storms like a thundercloud. They claw and spit like cats in a sack. I watched from the shadows, laughing till my sides ached. Oberon frowned, so I promised to mend the mess. Yet part of me delights in the storm. Why should love run smooth when chaos makes such music?

Day Three

Peace returns, though I almost mourn its coming. With a charm and a fog, I led the lovers like puppets on strings, till they dropped in sleep. Then, with careful touch, I undid my blunders. Now each wakes to the right heart, as if nothing ever went awry. Titania, freed from her folly, embraces Oberon once more. Bottom stumbles back to his mortal life, dreaming of wonders he cannot name. The forest sighs, quiet after the tempest. My work is done—or so they think. For though harmony reigns, I keep my laughter close. Mortals will wed, fairies will dance, and I? I shall seek new mischief. After all, what is a world without a little puckish play?

Copilot asks...

Would you like me to add Puck’s witty rhymes and wordplay to make it feel more Shakespearean, or keep this modern mischievous tone? Or perhaps format it as if written in an old diary style with ink blot notes and asides?

Create resources to share in class - Interactive Timelines

The result from AI will only be as good as the prompt you use.

Prompt: Write the HTML code to create an interactive timeline for the Tudor period. This is for year 5 pupils; it should include all significant events.

You can add specifics to support Copilot in completing what has been asked for, specifics about the reformation of the church or Henry's wives could have been added to the prompt.

This resource could be shared with learners to fact-check. This would allow them to complete research on the topic being covered, which should be good practice with anything created using AI. Learners will be able to confirm the information or find hallucinations.

Create resources to share in class - Interactive activities

The result from AI will only be as good as the prompt you use.

Using the Canvas feature

Prompt: Create an interactive HTML game of the Tower of Hanoi where users can select the number of disks they start with.

Add specifics to support Copilot in creating what has been asked.

Prompt: Create an interactive game in HTML where children match colours to the Welsh name for that colour, and write the code for this game

Use Gemini and the Canvas feature...

Prompt: Create an interactive HTML game where children see the numbers 1-20 randomly spaced, and they need to click them in the correct order from 1-20. If they make a mistake, they must start again. If they get all the way to 20, they can choose to start again, counting in 2s, starting at either 1 or 2.

Copilot Agents

An Agent allows you to provide a detailed context for future prompts to be used in what you create

When you are using AI in repeated tasks, an Agent would allow you to save time in the prompt that you are engineering.

Lesson Planner- Adapt as required

Name- Lesson Planner

Description- Lesson Planner for year 5

Instructions- Create lesson plans for a Year 5 class of 27 pupils. 20 pupils are working at the expected reading age, 4 are slightly above, and 3 have a reading age 2 years below. When creating plans, include questions that can be used in the introduction to gauge the current level of understanding. Provide three activities which can be done in class. One of these is in a book, one is digitally using the applications available through Hwb and one which can be completed independently. In the plenary, provide questions to ascertain understanding. Identify key vocabulary to teach and, where appropriate, Welsh key words.

To edit, create your own Agent, then copy and paste the above instructions, and edit to suit your class needs.

Example of this Agent in practice

Prompt: Rivers

Here’s a Year 5 lesson plan on Rivers tailored to your class profile:

Lesson Title: Understanding Rivers

Duration: 60 minutes

Subject: Geography

Class Size: 27 pupils

Reading Levels:

20 pupils at expected level
4 pupils above expected
3 pupils two years below expected

Learning Objectives

Identify the main features of a river (source, mouth, tributary, etc.).
Understand the stages of a river (upper, middle, lower course).
Explain why rivers are important to people and wildlife.

Key Vocabulary

River, source, mouth, tributary, meander, erosion, deposition, floodplain
Welsh terms: afon (river), ffynhonnell (source), aber (mouth), llednant (tributary)

Introduction (10 mins)

Starter Questions to Gauge Understanding:

What is a river? Can anyone name a river in Wales or the UK?
Where do rivers start and end?
Why do you think rivers are important?
Have you ever seen a river? What did it look like?

(Use visuals on the board to support pupils with lower reading ages.)

Main Activities (35 mins)

Activity 1 – In Books (15 mins)

Pupils label a diagram of a river showing: source, mouth, tributary, meander, floodplain.
Differentiation:
- Lower ability: Provide a word bank and partially labelled diagram.
- Higher ability: Add definitions and explain processes like erosion and deposition.

Activity 2 – Digital (10 mins)

Using Hwb, pupils access a short interactive map activity:
- Locate major rivers in Wales and the UK.
- Add labels and short descriptions.
Extension: Higher ability pupils research one river and add a fact.

Activity 3 – Independent (10 mins)

Pupils write (or draw for lower ability) three ways rivers are useful to humans and wildlife.
Examples: drinking water, transport, habitats.

Plenary (5 mins)

Questions to Check Understanding:

What is the start of a river called?
Name one feature you would find in the middle course of a river.
Why are rivers important to people?
Can you give me the Welsh word for river?

(Use mini whiteboards for quick responses.)

Assessment Opportunities

Observe responses during starter and plenary.
Check diagrams and digital work for accuracy.
Review independent task for understanding of river importance.

Copilot then asks...

Would you like me to create a full printable worksheet for Activity 1 with diagrams and word banks, and a step-by-step guide for the Hwb digital activity? Or should I also include extension challenges for above-expected pupils?

DPIA Writer- adapt as required

Name- DPIA Writer

Description- Data Protection Impact Assessment writer

Instructions- Write DPIAs for schools based on the application they specify. The schools are based in Wales and must conform to UK data laws.

Ensure the DPIA identifies the levels of risk and safety, and identifies what actions can be taken to mitigate any issues.

Identify if it is possible to apply MFA

Identify if the application or tool conforms to UK GDPR

List the different forms in which the application or tool holds data

Provide evidence links for where the information was gathered from

Follow the template below for the headings of the DPIA from the ICO.

Submitting controller details

Name of controller

Subject/title of DPO

Name of controller contact /DPO

(delete as appropriate)

Step 1: Identify the need for a DPIA

Explain broadly what project aims to achieve and what type of processing it involves. You may find it helpful to refer or link to other documents, such as a project proposal. Summarise why you identified the need for a DPIA

Step 2: Describe the processing

Describe the nature of the processing: how will you collect, use, store and delete data? What is the source of the data? Will you be sharing data with anyone? You might find it useful to refer to a flow diagram or other way of describing data flows. What types of processing identified as likely high risk are involved?

Describe the scope of the processing: what is the nature of the data, and does it include special category or criminal offence data? How much data will you be collecting and using? How often? How long will you keep it? How many individuals are affected? What geographical area does it cover?

Describe the context of the processing: what is the nature of your relationship with the individuals? How much control will they have? Would they expect you to use their data in this way? Do they include children or other vulnerable groups? Are there prior concerns over this type of processing or security flaws? Is it novel in any way? What is the current state of technology in this area? Are there any current issues of public concern that you should factor in? Are you signed up to any approved code of conduct or certification scheme (once any have been approved)?

Describe the purposes of the processing: what do you want to achieve? What is the intended effect on individuals? What are the benefits of the processing – for you, and more broadly?

Step 3: Consultation process

Consider how to consult with relevant stakeholders: describe when and how you will seek individuals’ views – or justify why it’s not appropriate to do so. Who else do you need to involve within your organisation? Do you need to ask your processors to assist? Do you plan to consult information security experts, or any other experts?

Step 4: Assess necessity and proportionality

Describe compliance and proportionality measures, in particular: what is your lawful basis for processing? Does the processing actually achieve your purpose? Is there another way to achieve the same outcome? How will you prevent function creep? How will you ensure data quality and data minimisation? What information will you give individuals? How will you help to support their rights? What measures do you take to ensure processors comply? How do you safeguard any international transfers?

Step 5: Identify and assess risks

Describe source of risk and nature of potential impact on individuals. Include associated compliance and corporate risks as necessary. Likelihood of harm Severity of harm Overall risk

Step 6: Identify measures to reduce risk

Identify additional measures you could take to reduce or eliminate risks identified as medium or high risk in step 5

Risk Options to reduce or eliminate risk Effect on risk Residual risk Measure approved

Step 7: Sign off and record outcomes

Item Name/position/date Notes

Measures approved by: Integrate actions back into project plan, with date and responsibility for completion

Residual risks

approved by: If accepting any residual high risk, consult the ICO before going ahead

DPO advice provided: DPO should advise on compliance, step 6 measures and whether processing can proceed

Summary of DPO advice:

DPO advice accepted

or overruled by: If overruled, you must explain your reasons

Comments:

Consultation responses

reviewed by: If your decision departs from individuals’ views, you must explain your reasons

Comments:

This DPIA will kept

under review by: The DPO should also review ongoing compliance with DPIA

To edit, create your own Agent then copy and paste the above instructions, and edit to suit your class needs.

Example of this Agent in practice

Prompt: Seesaw Free Version

Here’s a Data Protection Impact Assessment (DPIA) for Seesaw (Free Version) tailored for a school in Wales under UK GDPR requirements:

Submitting Controller Details

Name of controller: [Insert School Name]
Subject/title of DPO: [Insert DPO Title]
Name of controller contact / DPO: [Insert Contact Name]

Step 1: Identify the need for a DPIA

Seesaw is an online platform used for classroom communication, sharing student work, and engaging parents. It involves processing personal data of pupils, teachers, and parents, including names, photos, videos, and potentially voice recordings.

The DPIA is required because:

It processes data of children (vulnerable group).
It involves online sharing of personal data.
There is potential for international data transfers.

Step 2: Describe the processing

Nature of processing:
Data is collected via the Seesaw app/web platform from teachers, pupils, and parents. It includes:
- Personal identifiers: Names, email addresses.
- Content data: Photos, videos, audio recordings, assignments.
- Metadata: IP addresses, device information. Data is stored on Seesaw’s servers and accessed via secure login. Deletion occurs when accounts are closed or upon request.
Source of data:
Data is provided by teachers, pupils, and parents.
Sharing:
Data is shared within the classroom community and with parents. Seesaw does not sell data to third parties but may use service providers for hosting.
Scope:
- Data includes children’s personal data (special consideration under GDPR).
- Volume depends on class size and frequency of uploads.
- Retention: Seesaw states data is retained until account deletion or school request.
- Geographical area: Wales, but data may be stored in US-based servers (AWS).
Context:
Relationship is educational; pupils and parents expect data use for learning. Children are a vulnerable group. Seesaw is widely used but has raised concerns about data transfers outside the UK/EU.
Purposes:
To facilitate learning, communication, and parental engagement.

Step 3: Consultation process

Consult with:
- Teachers and staff (implementation impact).
- Parents (inform and seek feedback).
- DPO and IT security team.
- Seesaw’s published privacy policy for compliance checks.

Step 4: Assess necessity and proportionality

Lawful basis:
- Public task (education) or legitimate interest.
- Consent for parental engagement and media sharing.
Compliance measures:
- Limit data collection to what is necessary.
- Provide clear privacy notices.
- Enable parental control over child accounts.
- Ensure Seesaw complies with UK GDPR and Data Protection Act 2018.
International transfers:
Seesaw uses AWS servers in the US under Standard Contractual Clauses (SCCs) for GDPR compliance.

Step 5: Identify and assess risks

Risk

Impact

Likelihood

Overall Risk

Data breach (children’s data)

High

Medium

High

Unauthorised access

High

Medium

High

International transfer compliance failure

High

Low

Medium

Lack of MFA for free version

Medium

High

Step 6: Identify measures to reduce risk

Risk

Options to reduce risk

Effect on risk

Risidual Risk

Data breach

Use strong passwords, staff training

Reduces likelihood

Medium

Unauthorised access

Enable MFA (if available), restrict sharing

Reduces likelihood

Medium

International transfer

Confirm SCCs and vendor compliance

Reduces severity

Low

Lack of MFA

Consider upgrading to paid version or enforce device-level security

Reduces severity

Medium

Step 7: Sign off and record outcomes

Measures approved by: [Insert Name/Date]
Residual risks approved by: [Insert Name/Date]
DPO advice provided: [Insert Summary]
DPO advice accepted or overruled by: [Insert Details]
Consultation responses reviewed by: [Insert Details]
This DPIA will be kept under review by: [Insert Details]

Key Compliance Points

MFA: Free version of Seesaw does not offer MFA for all users; recommend device-level security or upgrade.
UK GDPR compliance: Seesaw claims compliance via SCCs for international transfers.
Data storage: Primarily on AWS servers in the US.
Data forms: Text, images, audio, video, metadata.

Evidence Links

https://web.seesaw.me/privacy-policy
https://help.seesaw.me/hc/en-us/articles/360002253512-Seesaw-and-GDPR
https://ico.org.uk/for-organisations/guide-to-data-protection/guide-to-the-general-data-protection-regulation-gdpr/data-protection-impact-assessments-dpia/

Copliot asks...

✅ Would you like me to create this DPIA as a fully formatted Word document for download, or generate a PDF version? Or should I prepare a shorter summary for staff training?

Just so you know, in this response, there is an error/hallucination; the free version of Seesaw does allow MFA. To correct this, you can provide Copilot with additional information.

e.g. The free version does have MFA

Copilot will then create a new DPIA with the additional information

Thank you for clarifying — the free version of Seesaw does support Multi-Factor Authentication (MFA) for teachers and administrators. I’ll update the DPIA accordingly.

Here’s the revised DPIA for Seesaw Free Version:...

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