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Love this, great way to make clear the key elements of the Famine while also incorporating the “choose your own destination” storyline would have hooked even the most reluctant pupil.
When this works, it’s great, but it does take a lot of practice across the year before pupils are accomplished at it and have a proper understanding of what you want them to be producing for the feedback. It’s great when they do understand it and can help their pals!
I used Forms last year just before the summer term, to gauge how pupils felt they were getting on (vs where I had them), areas they found easy/difficult, discussions about homework. The simplicity and anonymity of it meant that I had a very high participation rate for the Form, but also pupils shared their ‘true’ thoughts instead of what they thought I wanted to hear
An audio link supported by closed captions would be a real support for pupils, the audio link is a very good idea, and one worth looking into!
This is a great idea, Darragh, and I used your example of the personal timeline in one of my examples for the course – I think this would be a super thing to maintain across the year, and then have as a final submission piece/something to share with parents as they logged all their achievements across the year and were able to look back on them
Module 3 Submission – Forum post
In this module, I focused on adapting a History lesson on School Life in the Past by creating a flexible Google Slides response template combined with accessibility tools.
To support inclusion, I could integrate sentence starters, key vocabulary banks, and alt-text for historical images so screen readers can easily navigate the content. Could also encourage pupils to use Google Docs Voice Typing for initial oral rehearsal. This would remove writing friction, allowing reluctant writers or pupils with fine motor challenges to express their ideas freely without compromising on depth.
Pupil engagement may increase through the flexible structure of Google Slides. Pupils would have autonomy over how they demonstrated their learning—whether by typing, inserting visual clips, or recording oral explanations.
For feedback and next steps, I designed a short Google Form exit ticket focusing on pupil confidence, key takeaways, and lingering questions. Using private comments in Google Classroom alongside targeted Form feedback allows me to give actionable next steps directly linked to our learning intentions. This would ensure every learner understands what they have achieved and where to go next, hopefully!
Regarding SSE & Google at school I looked at this from the perspective of Inclusive Data Gathering for Pupil Voice:
• Accessible Google Forms: When gathering pupil voice data for SSE (e.g., investigating wellbeing, digital learning, or literacy engagement), Google Forms could be embedded with image choices, simplified text structures, and screen-reader support.
• Voice-to-Text Responses: Allowing pupils to use Voice Typing or audio recordings within evaluation forms ensures that early years pupils, EAL learners, and pupils with SEN can contribute genuinely to school evaluation without language or literacy barriers ensuring a ‘whole-school voice’.To improve AfL feedback needs to be far more actionable. Moving away from standard grades toward “thinking feedback” ensures feedback directly drives progress. Additionally, to support self-regulation, pupils should use clear success criteria and rubrics to assess their own work before submitting it, thereby giving them a true sense of ownership of their progress.
A couple of ways to do this might be:
Attach an unscored or criteria-only rubric directly to an assignment. Before turning in their work, students can view the criterion descriptions directly within the assignment portal to check their work against success criteria.
Attach a brief Google Form as part of the assignment. Ask students to copy/paste a section of their work, select which rubric level they achieved, and explain why before hitting submit.
Looking back over the last few years, the way I use technology in the classroom has transformed. It is no longer just about presenting information, but about empowering pupils to lead their own learning. Interactive Google Slides projects—like branching ‘Choose Your Own Adventure’ stories enriched with voice recordings and links—have brought creative writing to life while making learning accessible for EAL and SEN pupils alike.
<p data-path-to-node=”6″>Building a blended learning environment using Google Classroom, Groups, and Meet has made sharing ideas and working together seamless. Classroom keeps our daily tasks organized, while Meet and Groups give pupils a space to collaborate and review each other’s work. My goal is to keep weaving these tools naturally into our school day, helping every child collaborate, grow, and thrive.</p>I love this collection because of its use of short, self-paced video lessons. To make it relevant for my class at the start of term, I’d have the kids use Google Slides to build “All About Me” portfolios and set personal goals. We could then incoporate Darragh’s idea of a personal timeline and inlcude those achievements throughout the year – would allow for a nice piece to look back on in June.
Working in pairs on Chromebooks, they can follow the video steps, upload their work to Google Classroom, and practice leaving supportive peer feedback. It’d be a handy way to get them comfortable with file management and digital safety right from week one!
Topic & Class Level: Geography (Energy in the Local Community), 6th Class.
Design Choice: I designed a collaborative learning hub using Google Classroom to host a unit on local sustainable energy. I organised the unit into numbered Topic headers (01: Stimulus & Media, 02: Group Research, 03: Reflection) with linked Google Slides for group brainstorming and Google Forms for peer feedback.
Supporting Design Principles: This structure Embeds Consistency and Sequence. Standardised naming conventions across assignments ensure pupils easily locate materials. Numbered stages establish a predictable progression, reducing cognitive load and off-task behaviour.
Future Adjustment: I will utilise Classroom’s scheduled posting tool to release research prompts sequentially, preventing pupils from rushing ahead before consolidating their initial findings.
Link to SSE / Reflection: Aligned with Looking at Our School 2022 (Domain 1: Learner Outcomes), this structured workflow promotes collaborative inquiry and provides digital artefacts for our SSE target on embedding digital assessment strategies.