This Months Newsletter

AI Prompts in Google Gemini

Google Gemini 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 Google Gemini?

Google Gemini is Google's AI application, which can be used to ask questions. There are additional tools which can be used in Gemini; these are:

Guided Learning- acts as a personal AI study partner, supporting you to understand concepts, not just providing quick answers.
Create Images- through a prompt, an image can be created; however, you can also add images and explain edits you would like to make. You can add several images, which can be blended, and use Gemini to create images in the same thread means that there can be consistency in characters.
Canvas- can allow you to create code by describing the idea of what you would like to happen.

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.

Google Chat or Google Gems

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

When repeating tasks, where much of the same information is within the prompt, the use of Google Gems 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 Gemini in creating what has been asked.

Lesson Plan: The Journey of a River

Year Group: 4 Subject: Geography / Humanities Topic: Features of a River Duration: 60 Minutes

Learning Objectives (derived from Curriculum for Wales)

Core: I can identify and label the key features of a river (Source, Mouth, Channel, Tributary, Meander).
Digital Competence (Hwb): I can use digital software to combine text and images to demonstrate understanding.
Extension: I can explain the function of specific river features and how the river changes from source to mouth.

Vocabulary

Source, Mouth, Tributary, Confluence, Meander, Channel, Bank, Bed, Floodplain, Estuary.

1. Introduction & Prior Knowledge (10 Minutes)

Activity: "River detectives"

Display a high-quality image of a river landscape (preferably a local Welsh river like the Taff, Tywi, or Dee if applicable, or a generic image showing a winding river).
Questioning (Think-Pair-Share):
- "Look at this water. Where do you think it started?"
- "Where is it going?"
- "If I was standing on the edge, what is that ground called?"
- "Is the river fast or slow here? How can you tell?"
Create a "Word Wall" on the whiteboard. Write down the students' suggestions. Circle correct geographical terms if they arise (e.g., if a child says "the start," introduce the word "Source").

2. Main Teaching (15 Minutes)

Direct Instruction: Explain the journey of a river using the "Upper," "Middle," and "Lower" course structure.

The Upper Course: Explain the Source (usually high ground/mountains). The river is small, fast, and narrow.
The Middle Course: Introduce Tributaries (small rivers joining big ones) and the Confluence. Explain that the river gets wider and deeper. Introduce Meanders (bends).
The Lower Course: Explain the Mouth (where it meets the sea) and the Estuary.

Interactive check: Use the diagram above. Ask students to come to the front and point to the Source (top) and Mouth (bottom).

3. Activity 1: Book-Based (15 Minutes)

Task: Creating a "River Journey" Map.

Differentiation:
- Group 1 (Emerging/Support): Provide a pre-drawn diagram of a river. Students must cut out labels (Source, Mouth, Meander, Tributary) and stick them in the correct place. Focus: Recognition.
- Group 2 (Expected/Core): Students draw the river journey from mountains to sea. They must label 5 key features (Source, Tributary, Meander, Channel, Mouth) and include a colour key. Focus: Recall and presentation.
- Group 3 (Exceeding/Extension): Students draw the river journey. Next to each label, they must write a short definition (e.g., Source: The high ground where the river begins). They should also indicate where the water flows fastest and slowest. Focus: Explanation.

4. Activity 2: Digital Skills via Hwb (15 Minutes)

Platform: Hwb (Google Slides, PowerPoint Online, or Adobe Express). Note: Ensure learners are logged into their Hwb accounts prior to the lesson start if possible.

Task: Creating a "River Feature Flashcard."

Differentiation:
- Group 1 (Emerging): Open a blank slide/canvas. Use the "Insert Image" (Safe Search) tool to find a picture of a Waterfall or a Meander. Type the word as a title using a large font.
- Group 2 (Expected): Create a single slide/graphic titled "Parts of a River." Insert an image of a river and use the "Arrow/Shape" and "Text Box" tools to digitally annotate the image (labeling the Bank, Water, and Bed).
- Group 3 (Exceeding): Use Adobe Express or Google Slides to create a "Compare and Contrast" slide. Insert two images: one of the Upper Course (narrow, steep) and one of the Lower Course (wide, flat). Use text boxes to list three differences between the pictures.

5. Plenary & Assessment (5 Minutes)

Assessment for Learning (AfL) Questions:

Gather the class on the carpet or verify understanding through a "Show me boards" activity.

Recall (All): "What do we call the very beginning of a river?" (Source)
Recall (All): "What do we call the end of the river where it meets the sea?" (Mouth)
Understanding (Core): "I am a small river flowing into a bigger river. What am I called?" (Tributary)
Deep Thinking (Extension): "Why do you think the river moves slower when it gets close to the mouth?" (Because the land is flatter / it is wider).
Visual Check: "Make a shape with your arm that looks like a Meander." (Students should curve their arm like a snake).

Resources Needed:

Projector/Interactive Whiteboard.
Exercise books/Plain paper.
Scissors/Glue (for Group 1).
Laptops/Tablets with Hwb access.

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 Gemini in creating what has been asked.

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.

create a spreadsheet of example data that can be...

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.

Day 1: Shadows and Spite

The King of Shadows is in a right foul mood tonight. He and the Queen met by moonlight, and the forest fairly trembled with their jealousy. It is all over a little changeling boy, but truly, I think Oberon simply hates to be denied. When the winds whistle and the corn rots in the field, mortals blame the weather, but I know it is just my master and mistress having a domestic spat.

To cheer him, I’ve been sent on a fetch-quest. I put a girdle round about the earth in forty minutes to find it: a little western flower, purple with love’s wound. Love-in-idleness. One drop on sleeping eyelids makes a man (or woman) madly dote on the next live thing that it sees.

I returned victorious, only to be given a second task. My master saw a cruel Athenian lad spurning a sweet lady in the woods. "Anoint his eyes," quoth he. "Let him wake when the lady is near."

So, I am off through the brake and briar. I found an Athenian wearing the weeds of the city, sleeping soundly on the damp earth. A pretty enough fellow, though clearly a fool for sleeping so far from home. I squeezed the purple juice upon his eyes. When he wakes, he shall love the girl. Simple work. Now, to find some mischief of my own before the sun climbs the sky.

Day 2: What Fools These Mortals Be!

Well. Things have gone spectacularly, delightfully wrong.

It turns out there were two Athenian couples wandering my woods. I anointed the wrong man! Now the first man loves the second girl, the second man loves the second girl, and the first girl is left with nothing but confusion. They are all running about the dark woods, weeping and shouting. Lord, what fools these mortals be! I laughed until my sides ached, though Oberon was less amused. He called me a "mad spirit" and accused me of negligence. Me!

But my greatest jest was with the hempen homespuns—those rude mechanicals trying to rehearse a play near the Queen’s bower. There was one loud-mouthed weaver, Bottom, who thought himself the greatest actor in Athens. I thought he’d make a better ass.

I fixed an ass’s nole upon his head, and his friends fled in terror! Then, the best part: Queen Titania woke up, eyes dripping with the love-juice, and fell instantly in love with the monster. She is currently feeding him apricots and dewberries while he brays for hay.

Oberon has forgiven my mistake with the lovers because the Queen’s humiliation is so sweet to him. However, I must now fix the humans. I have overcast the night with drooping fog to lead them astray until they collapse from weariness. Once they sleep, I’ll crush the antidote into Lysander’s eye. Then, all shall be well.

Day 3: The Lark and the Broom

The dream is ended. The lark has sung, and the shadows are shrinking.

Oberon has his changeling boy, and he has released Titania from her spell. It was strange to see them dance together again, rocking the ground with their harmony. The ass’s head is off the weaver, and he has gone back to Athens, thinking he had a very rare vision.

As for the lovers? We found them asleep on the hill. The Duke’s hunting horns woke them, and they all stared about with glazed eyes. The right Jack has his Jill, and naught shall go ill. They remember the night only as a fierce, strange dream.

We followed them to the palace for the wedding feast. I watched from behind the pillars as the mechanicals performed their play. It was wretched; truly the worst thing I have ever seen. A lion that spoke! A moon made of a lantern! I nearly fell from the rafters laughing.

Now the iron tongue of midnight has told twelve. The lovers are in bed. The house is quiet. I am sent with the broom to sweep the dust behind the door and bless the house with sweet peace. We are but shadows, after all. If we have offended, think but this and all is mended: that you have but slumbered here.

Goodnight unto you all.

Create resources to share in class - Interactive Timelines

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

Prompt: 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 Gemini 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 Gemini in creating what has been asked.

Prompt: Create an interactive game 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.

Google Gems

A Gem 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, a Gem 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.

Link to this exact example; to edit, create your own Gem then copy and paste the above instructions, and edit to suit your class needs.

Example of this Gem in practice

Prompt: Rivers

Here is a comprehensive lesson plan designed for your Year 5 class on the topic of Rivers, specifically focusing on "The Journey of a River" (from Source to Mouth).

This plan includes differentiation strategies for your specific class profile (20 core, 4 greater depth, 3 working towards).

Lesson Topic: The Journey of a River

Learning Objective: To describe the course of a river and identify key physical features from source to mouth.

1. Key Vocabulary

Feature

General

Start

Middle

End

Action

English Keyword

River

Source

Meander

Tributary

Mouth

Erosion

Welsh Keyword

Afon

Ffynhonnell

Ystum

Isafon

Aber

Erydiad

Definition

A large natural stream of water flowing in a channel to the sea, a lake, or another such stream.

The original point from which the river flows.

A winding curve or bend in the river.

A river or stream flowing into a larger river or lake.

The place where a river enters the sea.

The process of eroding or being eroded by wind, water, or other natural agents.

2. Introduction (10 Minutes)

Goal: Assess prior knowledge and engage the class.

Use a "Think-Pair-Share" method. Show on the whiteboard. Ask the children to trace the water's path with their eyes.

Assessment Questions:

Recall (For lower confidence): "Where do you think the water in this river comes from? Where is it going?"
Understanding (Core): "Why doesn't the river flow in a straight line? What might force it to change direction?"
Analysis (Greater Depth): "How do you think the speed of the water changes from the top of the mountain compared to when it hits the flat land? Why?"

differentiation Note: Observe the 3 pupils working below age expectation. If they struggle with verbalizing, allow them to point to the 'start' and 'end' of the river on the image.

3. Main Activities

You can run these as a carousel (groups rotate) or choose one as the main focus while others are extension tasks.

Activity A: The River Profile (Book Work)

Task: Create a diagram of a river's journey from source to mouth.

Core Group (20 pupils): Draw the river journey. Label key features (Source, Waterfall, Meander, Oxbow Lake, Mouth). Write a one-sentence definition for each feature.
Working Towards (3 pupils): Provide a pre-drawn river outline worksheet. Students cut and stick the correct labels (images and simple words like 'Start', 'End', 'Curve') onto the diagram.
Greater Depth (4 pupils): As per the Core group, but they must also use arrows to indicate where Erosion (wearing away) and Deposition (dropping sediment) are most likely to happen on their diagram.

Activity B: Digital Report (Hwb Application)

Task: Create a "River Fact File" using Adobe Express (accessible via Hwb).

The Task: Students use Adobe Express (Page or Post feature) to create a visual graphic. They must find an image of a famous river (e.g., The River Severn/Afon Hafren or The Nile) and label three facts about it using the vocabulary learned.
Differentiation:
- Support: Peer-pair these students with a confident digital user. Focus on finding one image and typing the river's name.
- Challenge: Ask them to record a short audio explanation of "Why rivers flood" and embed it into their Adobe Express page.

Activity C: Comic Strip Narrative (Independent)

Task: "The Life of a Water Droplet."

The Task: Students create a 4-6 panel comic strip showing a water droplet named "Drip" traveling from the top of a mountain down to the ocean.
Requirement: They must use narrative captions to explain what "Drip" sees (e.g., "Suddenly, I fell down a huge waterfall!").
Differentiation:
- Support: Provide a storyboard with the pictures already drawn; students only need to color it and add speech bubbles with single words (e.g., "Splash!", "Fast!").

4. Plenary (10 Minutes)

Goal: Check understanding and address misconceptions.

Quick-Fire Questions (Assessment):

"If I am standing at the Source (Ffynhonnell), am I high up or low down?"
"What do we call the place where the river meets the sea?" (Look for Mouth or Aber).
"Which Hwb tool did we use today, and how could it help us show a river's journey differently than drawing?"

Exit Ticket Strategy:

Give each pupil a sticky note.

Green table (Working Towards): Draw a wavy line for a meander.
Blue table (Core): Write one new Welsh word you learned today.
Red table (Greater Depth): Write one reason why people might choose to build a town near an 'Aber' (Mouth).

Next Step for You

Would you like me to generate the "River Definitions Match-Up" worksheet content specifically for the 3 pupils working below the expected reading age?

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

Link to this exact example; to edit, create your own Gem then copy and paste the above instructions, and edit to suit your class needs.

Example of this Gem in practice

Prompt: Seesaw Free Version

Here is a Data Protection Impact Assessment (DPIA) tailored for a school in Wales using the Seesaw Free Version (Seesaw Starter).

This document adheres to the UK ICO template structure and addresses specific Welsh and UK GDPR requirements.

Quick Compliance Check

Application: Seesaw (Free / "Starter" Version).
MFA Capability: Yes. Seesaw supports 2-Step Verification (MFA) via email or an authenticator app for teachers and administrators. It also supports Single Sign-On (SSO) via Google or Microsoft, which allows schools to enforce their own MFA policies.
UK GDPR Conformance: Yes, but with caveats for the Free version. Seesaw is a signatory to the UK Extension to the EU-US Data Privacy Framework (UK Data Bridge), allowing lawful data transfer to the US. However, the Free version stores data in the US, whereas the Paid UK version stores data in London.
Data Forms Held:
- Student Generated: Photos, videos, audio recordings, drawings, text notes, file uploads (PDFs).
- Metadata: IP addresses, device types, browser information, login timestamps.
- Account Data: Names (or pseudonyms), email addresses (if used), class lists.

DPIA Template: Seesaw (Free Version)

Submitting controller details

Role

Details

Name of controller [Insert School Name] (e.g., Ysgol...)

Subject/title of DPO Data Protection Officer

Name of controller contact / DPO [Insert Name of DPO or Headteacher]

Step 1: Identify the need for a DPIA

Broad Description:

The project involves the adoption of Seesaw Starter (Free Version), a digital portfolio platform. Teachers will use it to evidence student work, provide verbal and written feedback, and share progress with parents/guardians.

Why a DPIA is needed:

A DPIA is mandatory because:

Vulnerable Subjects: The processing involves the personal data of children (students).
Innovative Technology: It involves the large-scale use of digital photos/videos/audio of children.
International Transfer: As a user of the Free version, the data will likely be stored in the United States (outside the UK), requiring strict scrutiny of transfer mechanisms.
Legal Basis: This forms part of the school's "Public Task," but the use of a third-party US cloud provider for a free service introduces potential risks regarding data ownership and security.

Step 2: Describe the processing

Nature of the processing:

Collection: Data is collected via the Seesaw app on iPads/Chromebooks. Teachers capture evidence, or students upload work directly.
Storage: Data is uploaded to Seesaw’s cloud servers. Note: The Free version utilizes US-based servers (AWS).
Usage: Teachers grade work and leave feedback. Parents (if invited) view their own child's work via the "Seesaw Family" app.
Deletion: Data is deleted upon request or when the teacher archives/deletes the class.

Scope of the processing:

Data Subjects: Students (approx. [Insert Number] pupils), Teachers, Parents.
Data Types: Images/Videos of children, voice recordings, handwriting, names, emails (for staff/parents).
Duration: Data is retained for the academic year or until the teacher deletes the class.
Geographical Area: School premises in Wales; Data stored in the USA.

Context of the processing:

Relationship: Teacher-Student. Students have little control; the school acts in loco parentis.
Expectation: Parents expect the school to use modern tools for assessment, provided safety is assured.
Current Tech State: Digital portfolios are standard EdTech practice in Wales (often alongside Hwb tools).

Purposes of the processing:

To create a digital record of learning.
To facilitate effective feedback (verbal feedback is highly effective for younger learners).
To improve parental engagement by sharing classroom success.

Step 3: Consultation process

Stakeholder Consultation Method

Parents/Guardians Notification letter sent to parents explaining the tool and requesting consent for photo/video uploads. Parents provided with a link to Seesaw’s privacy policy.

School Governors Presented to the Governing Body for approval of "Shadow IT" (free software) use.

IT Support (Local Authority/Hwb) Consulted regarding firewall access and device compatibility.

Staff Training session held on "Safe Use of Seesaw" (e.g., not photographing sensitive medical lists in the background).

Step 4: Assess necessity and proportionality

Lawful Basis:
- Public Task (Article 6(1)(e)): Processing is necessary for the school's official function (teaching and assessment).
- Consent (Article 6(1)(a)): Explicit consent sought from parents for the specific use of their child's image/video on a third-party US platform.
Proportionality: Seesaw allows for audio/visual evidence which is superior to written notes for younger children (Foundation Phase).
Function Creep: The "Free" version allows teachers to sign up individually. The school must enforce a policy that only approved school email addresses are used and that the account is managed by the school, not the individual teacher.
International Transfers: Seesaw participates in the UK Extension to the EU-US Data Privacy Framework. This provides the adequacy decision required to store UK data in the US lawfully.

Step 5: Identify and assess risks

Source of Risk

US Data Storage

Nature of Impact

Data is stored in the US. While lawful under the Data Bridge, there is a perceived risk of lower privacy standards than UK-hosted data.

Likelihood

Med

Severity

Med

Risk Level

Med

Lack of Admin Control

The "Free" version is often teacher-managed, not centrally managed. A teacher could leave and take the data, or the school could lose access to the account.

Med

High

Inappropriate Sharing

A teacher accidentally sets the class blog to "Public," exposing student photos to the open web.

Med

High

Commercial Repurposing

Risk that a "Free" tool uses student data for training AI or advertising (Seesaw claims they do not, but terms can change)

Low

Med

Weak Authentication

Teachers using weak passwords allow unauthorised access to all student data.

Med

High

Step 6: Identify measures to reduce risk

Risk

US Data Storage

Options to reduce or eliminate risk

Verify Seesaw's participation in the UK-US Data Bridge. Ensure parents are explicitly informed that data is processed in the US.

Effect on risk

Reduced

Residual risk

Low

Lack of Admin Control

Designate a "Lead Teacher" to create the classes. Use a generic school email (e.g., seesaw@school.edu) for the admin account so the school retains ownership, not the individual staff member.

Reduced

Low

Inappropriate Sharing

Mandatory Setting: Toggle "Student work is private" to ON. Disable "Enable Public Blog". Teacher approval is required for all posts.

Eliminated

Low

Commercial Repurposing

Review Seesaw’s "Privacy Pledge". Use pseudonyms (e.g., First Name + Last Initial only) for students to minimize PII exposure.

Reduced

Low

Weak Authentication

Mandatory: Enable MFA (2-Step Verification) on all teacher accounts. Ideally, use "Sign in with Google/Microsoft" (Hwb accounts) to leverage existing security protections.

Eliminated

Low

Step 7: Sign off and record outcomes

Item

Name/position/date

Notes

Measures approved by:

[Headteacher Name]

Integrate actions (MFA setup, generic admin email) into the implementation plan.

Residual risks approved by:

[DPO Name]

The US transfer risk is mitigated by the UK Data Bridge and parental transparency.

DPO advice provided:

[Date]

Proceed only if strict settings (no public blogs) are enforced and "Teacher Approval" is always on.

Summary of DPO advice:

The free version lacks the UK-specific data residency of the paid version. However, it is compliant provided the school relies on the UK-US Data Bridge and enforces strict account security.

DPO advice accepted or overruled by:

[Chair of Governors / Head]

Accepted

Consultation responses reviewed by:

[Project Lead]

Parent concerns regarding US storage will be addressed via an FAQ sheet.

This DPIA will be kept under review by:

[DPO / IT Lead]

Review annually or if Seesaw changes its Terms of Service.

Evidence & Reference Material

Seesaw Privacy Policy: https://seesaw.com/privacy-policy/
Seesaw & UK GDPR Compliance (Data Storage Locations): https://help.seesaw.me/hc/en-gb/articles/204472519-About-Data-Storage
- Note: This link confirms Free/Starter data is stored in the US.
UK ICO Guide on International Transfers: https://ico.org.uk/for-organisations/uk-gdpr-guidance-and-resources/international-transfers/
Seesaw Subprocessors List: https://trust.seesaw.me/

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