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Hi Robert, these are great real-world examples of Forms being used well beyond the classroom. The Hot Meals Programme one stood out to me particularly – it shows how a simple Form can make it much easier for parents to give quick, honest feedback compared to a paper survey or waiting for a parent-teacher meeting. I can see this working for my own school’s communications too, not just for pupil assessment. The wellbeing survey point is also useful, as it shows Forms data feeding directly into SSE priorities at whole-school level, not just individual class reflection.
Hi Una, it’s really interesting to hear this from a principal’s perspective rather than just a classroom one. I agree that modelling good digital practice at leadership level makes a real difference to how confidently staff take it up. Your point about the Teacher Centre’s accessibility resources is a good one too – I hadn’t thought about screen readers and dictation tools in quite that way, but it ties in well with the accessibility features I’ve been exploring for my own 4th class. The dlplanning.ie questionnaires sound like a really practical starting point for gathering whole-staff evidence for SSE, rather than it just being one teacher’s initiative.
Hi John,
Thanks for sharing your digital story and your reflection. I really related to your point about moving away from teacher-centred PowerPoints towards more interactive, pupil-led Slides – that’s exactly the shift I’ve been going through too, and building an interactive story for this module made me see the difference straight away compared to a normal slideshow.
I also liked your comment on accessibility and using tools like Bookcreator alongside Slides for a blended approach. It’s a good reminder that these tools work best when they’re used together rather than in isolation – in my case I’ve paired the Slides story with a Forms exit ticket from Module 4, and Classroom to share both, so pupils get a joined-up experience rather than a series of separate tasks. Great work!
Looking back over the past few years, my use of Slides, Groups and Meet has changed a lot. I used to use Slides purely as a teacher-facing tool – a static set of slides I would talk through at the top of the room while the pupils listened. Meet was something I only really used during remote learning, and I hadn’t used Google Groups at all in a classroom context.
For this module’s assignment I created an interactive digital story called “The Secret of the Nile”, which follows on from my Ancient Egypt Forms exit ticket in Module 4. Rather than a straight run of slides, the pupils make a choice near the start of the story (follow the River Nile or enter the Great Pyramid), and their choice brings them down a different path with different content, before both paths meet up again at the marketplace and finish together. You can view it here: https://docs.google.com/presentation/d/1PMTJ3UVSH_zv9bkisioP3KMZTqsFtP7aOhykE2H0l7U/edit?usp=sharing
Building this showed me how Slides can move from being a presentation tool to a genuine pupil-facing activity, where the linking between slides mimics a “choose your own adventure” book. Going forward I can see this approach working well across other SESE and literacy topics, shared out through Classroom so pupils can work through it themselves or in pairs, at their own pace.
Meet also has real potential for a blended approach, for example allowing a pupil who is out sick to join a class walkthrough of the story live, or connecting with another 4th class to compare which path they chose and why. My one caution is that with younger pupils I would model the story as a whole-class activity on the board first, so the technology supports the learning rather than becoming a distraction. Overall I think Slides, Classroom and Meet together offer a really practical and flexible way to blend in-class and remote learning.
Hi Niamh, your point about the weekly spelling test really struck a chord with me. It’s such a good example of how something intended to encourage consistent effort can end up highlighting a fixed skill gap for pupils who are naturally weaker spellers, no matter how hard they try during the week. I think your question about whether teachers are “teaching to the test” or scaffolding pupils to succeed is an important one, and I’d lean towards the latter for most of us, though it’s a useful check to keep asking ourselves. Your point about teacher autonomy and confidence growing with experience is reassuring too — a good reminder that there’s no single correct AfL/AoL approach.
Wiliam’s paper reframes assessment as only truly formative when the evidence gathered is used to adjust the next steps in teaching, rather than simply recording what pupils already know. This resonated with me because in my 4th class I often collect plenty of evidence through questioning, observation and correcting written work, but I don’t always use it consistently to reshape my next lesson. The emphasis on clear learning intentions, success criteria and increasing pupil ownership of their own learning stood out to me as areas I could develop further.
To try this out, I created a Google Forms exit ticket tied to our Ancient Egypt SESE topic. It checks pupils’ understanding of a key fact (the importance of the River Nile), asks them to note one thing they learned, rate how confident they feel about the lesson, and optionally ask me a question. I plan to use this at the end of lessons in September to gather quick, honest feedback, give pupils a low-stakes way to reflect on and take ownership of their learning, and help me decide whether to move on or revisit a concept before starting new topics. Over time I’d like to build a bank of these short forms across different subjects so self-assessment becomes a regular part of our routine, not just an occasional add-on.
Link to my Forms assessment: https://docs.google.com/forms/d/e/1FAIpQLSfnpUSoUnojuEQmHp1UAHjNbQgV8OB7OCaE5bwN1WIEdtgD6Q/viewform
Hi John, this is a great sequence for 4th class — I really like how you’ve paired the Slides presentation with a simple Docs worksheet to reinforce the same content in a different format. I did something similar for my own 4th class SESE topic, breaking my sequence into clearly labelled steps in Google Classroom, and I found it really helped pupils work more independently once they knew where they were in the sequence. Your idea of adding a shared collaborative task for peer discussion is a nice next step too — I’m thinking of trying something similar with structured peer comments on group presentations. Good point as well about SSE evidence coming naturally from completed Classroom tasks.
For this module I designed a learning sequence for my 4th class SESE topic, Ancient Egypt, delivered through Google Classroom. I structured it using a clear topic in Classroom containing: a learning material (a shared Google Slides presentation introducing key vocabulary and images), an activity (a collaborative group Slides task where pupils researched and presented on an aspect of Ancient Egyptian life), an assignment (a simple Google Docs worksheet to consolidate learning), and a short reflection question at the end via Google Forms to check understanding.
One design choice I made was keeping each topic in Classroom limited to one clear learning intention with a single main activity, rather than bundling multiple tasks together. This supports clarity and consistency, as pupils always know exactly where they are in the sequence and what’s expected of them next, without needing to ask.
If I were to adjust this sequence, I would build in more structured peer feedback between the group Slides presentations, using comment prompts, so pupils are actively responding to each other’s work rather than just viewing it. This links to reflection and SSE, as the Forms exit ticket data could be gathered as evidence of pupil understanding and used to inform planning.
For SSE more broadly, this kind of consistent, clearly sequenced structure in Classroom could provide straightforward evidence for a school’s Digital Learning Plan, showing digital tools embedded purposefully across a sequence of lessons rather than as one-off activities.
For this module, I focused on the Local History Interview activity, adapted for my 4th class. Using Google Docs, I gave pupils clear, step-by-step instructions so they could work through the task independently. For those who find writing challenging, Voice Typing meant they could still record detailed interview responses without handwriting or typing slowing them down. Alt text on images and screen reader or high-contrast options meant pupils with visual or reading difficulties could access the same material as everyone else.
Pupils were motivated by choice — some typed, some used voice input — which kept things inclusive without singling anyone out. For feedback, I used comments directly in the Doc for specific guidance, letting pupils respond in place so next steps were clear. Looking ahead, I’d like to add a Google Forms exit ticket to quickly check understanding and identify who needs more support.
Replying to Robert and John — I really like the checklist idea for scaffolding and self-assessment; that would work well for my 4th class too. Did pupils need much modelling before using Voice Typing independently?
For SSE, Forms could gather quick pupil voice on inclusion in lessons, with responses charted automatically to spot patterns across classes.
Digital technology has huge potential to enhance learning in my 4th class. I already use Google Slides for group project presentations in SESE topics like Ancient Egypt, which encourages collaboration and gives quieter pupils a voice. I’m keen to introduce Google Drawings for graphic organisers in literacy (e.g. story mapping, character webs) and Google Forms for quick exit-ticket assessments to check understanding at the end of a lesson.
In terms of School Self-Evaluation, I can apply the six-step SSE process directly to digital learning: Step 1 would be identifying digital learning as a school focus area; Step 2 would involve gathering evidence using the Digital Learning Framework surveys (teacher, parent and pupil surveys) alongside classroom observation of how confidently pupils use devices; this evidence then feeds into Step 3 (analysis) and helps shape a realistic, evidence-based improvement plan.
Developing my own use of digital technology has a ripple effect at whole-school level. By modelling good practice – sharing what works in my classroom with colleagues – I contribute evidence and ideas that support the school’s overall Digital Learning Plan, building collective capacity rather than leaving digital skills as an individual endeavour.
The resource I’ve chosen from Google’s Applied Digital Skills is “Create a Personal Timeline in Google Drawings”: https://edu.exceedlms.com/student/path/1606168-create-a-personal-timeline-in-google-drawings. I’d localise this as a start-of-year “getting to know you” activity – pupils add personal milestones alongside a few local and national events from the year, then share their timeline with a partner. It’s a lovely low-pressure way to build digital confidence early in the year while getting to know the new class.
Hi Tracey,
Thank you for sharing this, it’s such a thoughtful post. I really like how you’ve framed AI as “the ultimate assistant” rather than a replacement, that’s exactly the balance I’m trying to strike in my own planning too.
The idea of using Diffit to instantly adapt a single reading topic into different ability levels is brilliant, and something I can see being really useful for differentiation in my own 4th class, not just in a SET setting. I also love the OSMO activity you describe, deliberately confusing the “robot eye” to show pupils that AI is scanning patterns rather than truly “thinking” is such a clever, concrete way to introduce that concept to children.
Your point about data privacy and teaching pupils to question what’s on the screen really resonated with me too. Thanks for such a practical Part 2 lesson as well, it’s given me some great ideas.
This module gave me a much clearer sense of how AI can support both my own planning and my pupils’ learning going forward. The “Make a Quiz Using AI” example, where Microsoft Copilot was used to generate content and then convert it into an interactive Quizizz quiz, really stood out to me as something I could adopt straight away with my 4th class. I can see how this approach would save a significant amount of preparation time while still allowing me to shape and check the content before it reaches the children.
I’m also mindful of the ethical considerations raised in this module, particularly around bias, data privacy and the importance of teaching pupils to question AI-generated information rather than accepting it outright. Going forward, I plan to use AI tools such as Copilot to help generate lesson content and quizzes, while keeping myself firmly in control of what is presented to the class, and building in opportunities for pupils to critically evaluate what AI produces.
Below is a lesson plan for my 4th class incorporating these ideas.
Lesson Plan: The Water Cycle
4th Class Primary School, Ireland
LESSON OVERVIEW
Class Level: 4th Class (Age 9-10)
Subject: SESE – Science
Duration: 50-60 minutes
Topic: The Water Cycle
Curriculum Alignment: Primary Science Curriculum (Strand: Environmental Awareness and Care; Strand Unit: Weather, Climate and Water in the Environment)
LEARNING OBJECTIVES
By the end of the lesson, pupils will be able to:
1. Identify and sequence the four main stages of the water cycle (evaporation, condensation, precipitation, collection).
2. Explain, in their own words, what happens at each stage and the role the sun’s heat plays in driving the cycle.
3. Label a diagram of the water cycle using correct scientific vocabulary.
4. Complete an AI-generated interactive quiz to consolidate and check understanding.
MATERIALS NEEDED
– Water cycle diagram (blank and completed versions)
– Interactive whiteboard
– Microsoft Copilot (teacher device, used in advance to generate the diagram and quiz questions)
– Quizizz (pupil Chromebooks/tablets)
– Pencils and colouring pencils
LESSON STRUCTURE
Introduction/Hook (5-10 minutes)
– Ask the class: “Where does rain come from? Where does it go after it falls?”
– Show images of clouds, rain and rivers to prompt discussion.
– Introduce key vocabulary: evaporation, condensation, precipitation, collection.
Direct Instruction (15 minutes)
– Explain each stage of the water cycle using a labelled diagram generated with the support of Copilot.
– Model the cycle with a simple demonstration, such as a kettle producing steam that condenses on a cold surface.
– Discuss how the sun provides the energy that drives the whole process.
Guided Practice (10-15 minutes)
– In pairs, pupils sequence picture cards showing the four stages of the water cycle.
– Whole class discussion where pupils explain their reasoning for the order chosen.
Independent Practice (10 minutes)
– Pupils individually label a blank water cycle diagram using the correct vocabulary.
Consolidation/Assessment (10 minutes)
– Pupils complete a short interactive quiz on Quizizz, generated using Copilot, to check understanding of the key vocabulary and sequence of the water cycle.
– Whole class review of any commonly missed questions.
Closure/Reflection (5 minutes)
– Ask: “Can you explain the water cycle in three sentences?”
– Exit ticket: pupils write one new fact they learned.
DIFFERENTIATION
Support: provide a partially labelled diagram; pair with a peer; allow oral rather than written answers.
Extension: pupils research how the water cycle links to local weather patterns, or draw the cycle over a specific landscape such as a mountain and a lake.
ASSESSMENT
Formative: observation during pair work and class discussion; questioning throughout.
Summative: labelled diagram and Quizizz results.
CROSS-CURRICULAR LINKS
Geography: rivers, lakes and local waterways.
Art: drawing and colouring a water cycle diagram.
Maths: recording and interpreting class quiz results as a simple bar chart.
NOTES FOR THE TEACHER
As with the Copilot and Quizizz example from this module, I would generate the quiz questions in advance and check them carefully for accuracy before use, and use the activity as an opportunity to remind pupils that AI-generated content should always be checked against what we already know.
Hi Carol, thanks for sharing this – I really like the idea of running Reading Coach as a stand-alone weekly session rather than trying to fit it in alongside everything else. Your point about it giving shyer readers and EAL pupils a chance to practise without the pressure of reading aloud in front of the class is a great one – that kind of low-pressure practice can make such a difference to their confidence. I’ll definitely keep this approach in mind for my own 4th class.
One of the examples that really stood out to me was the ‘Analysing Bias’ task using ChatGPT, where the AI was asked to write a newspaper article from 1916 criticising the leaders of the Easter Rising. I think this could be adapted really well for my 4th class.
Rather than have the pupils use the AI tool directly themselves, I would prepare two contrasting AI-generated accounts of the same historical event in advance, for example differing perspectives on a key event from our SESE history topics. I would then read both accounts aloud to the class and ask the pupils to compare them, looking at whose perspective is being shown, what language is used to persuade the reader, and which parts are fact versus opinion. This would be a nice way to introduce media literacy and critical thinking skills, while also linking directly to our history curriculum, without pupils needing direct access to the tool themselves.
More broadly, this module made me realise that a lot of the AI tools we looked at, such as Gemini, NotebookLM and Google Workspace, are aimed more at teachers for planning and productivity rather than something pupils would use directly. It’s a good reminder that introducing AI concepts to primary pupils doesn’t always mean putting the tool in their hands – sometimes it’s about using AI-generated content as a resource to prompt discussion and critical thinking in the classroom.
Hi Barbara, I really like your idea of using Copilot Image Creator to support vocabulary and storytelling with your senior infants – generating an image around a theme like the seaside and getting the children to describe it and build stories from it sounds like a lovely way to develop oral language and listening skills. Reading Coach also sounds like a great support at that level, especially for reinforcing letter-sound relationships and high-frequency words while giving pupils that immediate, encouraging feedback on decodable texts. Thanks for sharing both of these!