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Over the past number of years, I have found Google Workspace tools to be increasingly valuable in supporting my 6th Class pupils. Creating an interactive digital story with Slides has been an exciting way to engage students. For example, my “Mystery of the Lost Homework” activity gave pupils the chance to make decisions and follow different outcomes, much like a “choose your own adventure.” This worked particularly well for my class because it encouraged critical thinking, problem-solving, and discussion, while also appealing to their love of interactive and digital tasks. I can see similar activities working in English for narrative writing, in History to explore alternative perspectives, or even in SESE to examine cause-and-effect in science.
Google Classroom has become central to my 6th Class routine. It allows me to share homework, weekly plans, and resources in one place. Pupils are now more responsible for their learning, and parents also appreciate the clarity. Google Groups have helped with collaborative projects, particularly when preparing group presentations or debating topics — an important skill at this stage of their education.
Google Meet was vital during school closures, but I continue to use it in 6th Class for group support, particularly before tests or project deadlines. It also gives me a way of connecting with parents and even inviting guest speakers to enrich learning.
Looking forward, I believe Google Workspace will remain integral to my teaching. It enables blended learning where AfL and AoL practices can complement each other, providing instant feedback and opportunities for reflection, while helping pupils prepare for the transition to secondary school with stronger digital and self-regulated learning skills.
https://docs.google.com/presentation/d/1fWLoqnjJ2a_LBe67OyuREXjqMRXCjZuNoy3pIC3fPUg/edit?usp=sharing
I really like how clearly you’ve set out the link between Wiliam’s ideas and practical classroom steps. The point about assessment only being formative when it leads to action is so important, and your examples (like using “I can…” statements, analysing exemplars, and training pupils in peer/self-assessment) show exactly how to make this real in the classroom. I also agree that shifting feedback from evaluative to descriptive is crucial — it gives pupils direction rather than judgement. Using summative assessment diagnostically is a great reminder too, ensuring AfL and AoL genuinely work together.
This is a great idea. I like how you’re linking self-regulated learning with a simple AfL strategy like Two Stars and a Wish, which really helps children reflect on both strengths and areas to improve. Moving your “getting to know you” activity onto Google Forms is also very effective — it saves time, makes analysis easier, and gives pupils a chance to share honestly in a format they may find more comfortable. It’s a smart way to gather useful insights while also engaging the class with technology from the very first day.
In this paper, Dylan Wiliam argues that formative assessment (AfL) is central to effective teaching and learning because it actively involves pupils in monitoring their own progress. Rather than just testing recall (AoL), formative assessment encourages feedback that is actionable, dialogue-based, and focused on moving learning forward. Wiliam highlights the importance of sharing clear success criteria, peer and self-assessment, and developing learners’ capacity to reflect critically on their own progress.
Looking at my own classroom, I use end-of-unit tests (AoL) effectively but realise I need to strengthen AfL strategies — such as peer feedback, structured reflection, and opportunities for pupils to co-construct success criteria. Next year I aim to integrate exit tickets, digital quizzes, and structured peer-assessment routines more consistently.
https://docs.google.com/forms/d/e/1FAIpQLSeVBjYJcWI5Hp48oe2Jmp6yh_KUphKpWoLPQLhkgUtAmOhvDQ/viewform?usp=dialog
This Google Form will be used in September as a baseline assessment to identify pupils’ starting points in English and Maths. It combines multiple-choice, short-answer, and rating-scale questions. For example, students will complete a short comprehension, basic numeracy questions, and reflect on how confident they feel about specific skills. The form automatically collects responses into a Google Sheet, which allows me to spot class trends and individual needs quickly.From an AfL perspective, I will use the results to adapt my early teaching, grouping pupils strategically and targeting gaps straight away. Pupils will also be shown how their responses link to learning intentions, supporting them in becoming more reflective learners. From an AoL perspective, the form provides a record of starting data that I can revisit later in the term to evidence progress. I plan to use Google Forms regularly for check-ins, quizzes, and exit tickets, helping to embed ongoing feedback into everyday practice while also supporting self-regulated learning.
That’s a brilliant way to bring Redesigning Education: Meeting the Challenges of the 21st Century to life. Using Google Slides as an entry point for younger pupils makes perfect sense, as it allows them to create something meaningful and visual while developing digital skills. I like how you’re connecting it to seasonal change in the school garden — it’s real, tangible learning. The combination of photography, captions, and presenting will really support their confidence, creativity, and collaboration from the very start of the year.
Collaboration is such an important 21st-century skill, and I really like your use of Google Docs to support it. The fact that pupils can contribute in real time, give feedback, and see each other’s work mirrors exactly the kind of teamwork they’ll need in the future. I especially like how you plan to scaffold the process for younger pupils with templates and visual cues , that balance of support and independence is key. It’s a great way to combine digital literacy with communication and accountability.
In Redesigning Education: Meeting the Challenges of the 21st Century (Hallissy et al., 2013), the authors highlight how today’s classrooms must prepare learners to navigate an increasingly digital and information-rich world. One essential 21st-century skill that stands out is Digital Literacy — the ability to locate, evaluate, create, and communicate information using a range of digital tools responsibly and effectively.
In my classroom, I want to move beyond treating technology as simply a presentation or research tool. Instead, my focus will be on teaching students how to think critically about digital information and use digital tools to create authentic work. For example, pupils will work collaboratively in Google Slides to present balanced perspectives on current issues, using reliable sources and citing them correctly. We will also explore digital citizenship by discussing how to stay safe, respectful, and ethical online.
My aim is for pupils to leave 6th class confident not only in using technology, but in evaluating online content, communicating responsibly, and becoming thoughtful digital citizens.
https://docs.google.com/document/d/1XCX5qhp8aZg-hvzGGL8O1ad9-o75CwNmY41Z2VQZHiY/edit?usp=sharing
You’ve highlighted some excellent points. I agree that Google Classroom really supports pupils who struggle with organisation, while also opening up more collaborative opportunities. The Gradebook and timely feedback are real strengths, and I’ve also noticed how positively parents respond to being able to track progress and stay involved.
I completely agree with your points. I’ve also found Google Classroom makes learning more organised and engaging. The digital portfolio aspect is especially powerful, as it clearly shows student progress over time. It’s a brilliant tool not only for teaching and feedback but also for supporting school self-evaluation.
https://classroom.google.com/c/NzczNDk2MjM2NTc4/a/Nzk4Nzc3Njk2Nzg1/details
Creating a sample Google Classroom with a World Book Day wordsearch showed me how simple and effective the platform is. Setting up the class, adding students, and posting the assignment was very straightforward, and I liked how the file could be stored in the Class Drive for easy access. It means students always know where to find resources, and nothing gets lost.
In a real classroom, I can see this saving time and keeping everything more organised. Even something small like a wordsearch can be shared instantly, with students able to complete and submit it online. Feedback can be quick, and participation is easy to track.
For school self-evaluation, Google Classroom provides clear evidence of engagement and progress. It highlights who is participating and where extra support might be needed. Overall, it’s a practical tool that supports teaching, learning, and reflection at both class and whole-school level.
Great post! I totally agree with you about the excitement of using devices sometimes getting in the way of the actual learning – I’ve had that happen plenty of times too! Setting the expectations early on is such a good idea, especially with a new class.
I haven’t used Explain Everything myself yet, but it sounds like a brilliant tool – love the examples you gave for how to use it across different subjects. The Maths idea, where the kids record themselves solving a problem and explaining their thinking, would be a great way to build confidence and get them talking about their strategies.
I also like how you’re planning to bring in the digital responsibility side before projects – something I definitely need to be more consistent with. Thanks for the link too, I’ll check it out properly and see how I could use it with my class next year!
https://jamboard.google.com/
As a 6th Class teacher, I’ve increasingly seen how digital technology can genuinely transform learning when used meaningfully and not just as a novelty. One powerful way I plan to use technology in the coming school year is by integrating Google Jamboard into my literacy and SESE lessons. It allows for interactive collaboration, and pupils can work in real-time to brainstorm, respond to questions, and summarise texts. I explored this resource via the Google for Education Teacher Centre, and I see great potential in using it to enhance engagement, particularly with group work, oral language, and project-based learning.
To localise it for my class, I’ll use Jamboard to support oral language tasks like “Would You Rather” debates, collaborative mind maps during novel studies, and digital KWL charts in Geography. I also plan to use it in Maths to solve word problems collaboratively on Fridays during Maths Stations.
In terms of School Self Evaluation (SSE), developing my own use of digital tools like Jamboard aligns well with the Digital Learning Framework, particularly in the domain of “Teachers’ Individual Practice.” It helps me reflect on how effectively I integrate digital learning in my teaching and gives me evidence to inform planning. If other teachers see its success, it may encourage wider uptake across the school, positively impacting our collective SSE focus.
By upskilling in this area, I’m not only improving student learning experiences but also contributing to a culture of digital innovation at school level.I teach 6th Class, and I’d love to adapt this idea for slightly older pupils by linking it with our English writing genres — especially narrative and persuasive writing. One idea I have is to get pupils to create a comic strip version of a key scene from one of our class novels (e.g. Holes or Wonder), or to develop a persuasive comic advert based on a real-world issue we’re exploring.
To deepen the task, I’d also include digital literacy outcomes — for example, discussing layout, visual sequencing, and tone. I’d introduce the activity with sample comic strips and then allow students to storyboard their ideas before using Google Drawings.
It also aligns nicely with the SSE domains — particularly in promoting Learner Agency and encouraging students to express themselves through multimodal formats. Thanks again for the post — you’ve sparked some great ideas for my own planning!
Thanks so much for sharing this — I hadn’t come across Brisk IT before and I’m genuinely impressed by its potential for differentiation. In a special school setting like yours, where the range of abilities and needs can be so wide, tools like this that allow real-time adaptation of content are game-changers. I’m definitely going to explore it further!
I also really like your use of Canva — I’ve used it before for teacher-created resources, but I hadn’t considered getting students to use it themselves for things like visual timelines or science posters. That’s such a great way to promote creativity and digital skills while reinforcing curriculum content.
Your structure of introducing the tools with clear intentions, scaffolding the process, and then allowing space for student-led exploration is spot on — I can see how that links well with the SSE domains, especially Learner Outcomes and Teacher Practice.
Digital technology has the potential to transform learning by making it more engaging, interactive and personalised. In my 6th Class, I plan to continue using a mix of tools to support differentiation, collaboration, and creativity — such as Google Slides for presentations, Jamboard for brainstorming, and Google Forms for assessments and self-checks.
Applying the School Self-Evaluation (SSE) Guidelines, I will focus on gathering pupil feedback on digital tasks, reviewing engagement and outcomes, and involving pupils in setting targets. One key domain I’ll link is “Teachers’ Individual and Collective Practice” — using SSE to reflect on how digital tools are enhancing outcomes and adapting practice collaboratively.
One excellent resource I plan to use is Google’s “Build a Story Using Google Slides” activity, which promotes creativity, literacy, and digital skills:
https://edu.google.com/intl/ALL_ie/teacher-center/classroom-tips/create-story-slides/I will localise this by linking it to our English narrative writing unit and SESE themes. For example, pupils could create a digital story about a local historical figure, or develop a Google Slides “Diary of a WWI Soldier” after our November history lessons. I will also use the comment function to give formative feedback and allow peer review. This resource supports cross-curricular integration, digital literacy, and pupil voice, all key SSE areas.