This study investigates how ChatGPT can be used to support the learning of Python programming among upper second-level students in an Irish classroom. It addresses critical gaps in the literature, such as the lack of research at secondary level, the need for humancentered studies conducted over time, and the absence of guidelines for integrating ChatGPT into introductory programming education. Employing a design-based research methodology, this study aims to understand student engagement with ChatGPT and investigates how to support their use of prompts when learning to program. The research involves students as co-creators alongside their teacher, who is also the researcher, in developing a pedagogical framework that integrates ChatGPT into Python programming education