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https://docs.google.com/presentation/d/1CvMxw0ZK9SwbdjkYJ_JyNiiqbYtYyOf5-uvNT6arK94/edit?usp=sharing
This is an example of slides to teach the seasons in Irish, more can be added such as images and audio/voice.
Over the past few years I’ve slowly moved from hardly using digital tools to making them a regular part of my teaching. During school closures I relied a lot on Google Classroom and Meet, and that experience has definitely changed how I work now.
I find Classroom very useful for keeping everything organised – notes, links, assignments and feedback are all in one place for pupils and parents. Even in a normal school week, it supports homework, project work and revision. If a child is absent, they can still see what we did.
Going forward, I can see Google Workspace working well in a blended way:
- in class for collaborative tasks (Docs, Slides),
- at home for follow‑up, revision and quiet reflection (Classroom, Forms).
It also supports inclusion, as pupils can work at their own pace and revisit instructions and materials when they need to. I still want to keep a strong focus on books, talk and concrete materials, but I now see Workspace as a practical layer on top of that, rather than something extra or separate.
I looked at Dylan Wiliam’s ideas on formative assessment and self‑regulated learning. It made me see that I still rely a lot on end tests (Assessment of Learning) and not enough on ongoing checks (Assessment for Learning) during a topic. I do correct copies and give tests, but I don’t always use that information straight away to change what I’m doing, or to show pupils clearly what their next step is.
From September, I want to: Use more short checks in lessons (2–3 questions, mini whiteboards, quick Forms).
Share simple learning intentions and success criteria in child‑friendly language.
Give brief, focused feedback: one thing done well and one small target.Add a little more self‑ and peer‑assessment, e.g. “traffic lights” or “two stars and a wish”.
Google Forms assessment – how I’ll use itHere is my sample Google Form for a 3rd/4th class maths check on place value:
Google Forms – Place Value Check
https://forms.gle/EsHhLbMvCT7uhZy67I will use this Form at the end of the first week of place value in September. The quiz is very short and I will repeat similar questions (about 8 questions). Most are multiple‑choice, for example
- “What is the value of the 6 in 462?”
- “Which number is biggest: 345, 354, 435, 453?”
They are short‑answer questions where pupils select their choice.I will set it as a self‑marking quiz, so pupils see straight away which ones they got right or wrong. In class the next day, I will look at the summary of answers (without names) on the board. We will talk together about any questions that lots of pupils missed and try a few similar examples.I will use the spreadsheet of results to see who needs extra practice in a small group and who is ready for harder work. I plan to repeat this kind of short Form in other topics (tables, fractions, measures) so assessment becomes more regular and helps guide my teaching, not just record marks at the end.
Yes I think choice for pupils is a great idea and really motivates them as they can choose what works best for them. It is also great that children can work independently and have clear instructions and know what is expected.
I stayed with my local area project for 3rd/4th class, but looked at it through an inclusive practice lens, using Google Workspace (Classroom, Docs/Slides, Forms).
Inclusion
The activity supports inclusion by using a shared Google Slides template with simple headings and visuals. This helps pupils who need structure or language support. Children can work in pairs or small groups, so those with weaker literacy can still contribute ideas, images or oral explanations. I can also give differentiated versions (e.g. word banks, sentence starters) quietly through Classroom.Pupil engagement
Using Slides about our own town/village makes the task meaningful. Pupils enjoy choosing photos, colours and layouts. Working online in small groups also helps quieter children take part without the pressure of speaking in front of the whole class straight away.I use comments in Slides for quick, specific feedback (e.g. “Can you add one more fact here?”). A short Google Form at the end asks pupils how confident they feel and what they found difficult.
Next steps
Based on the Forms responses and the quality of their Slides, my next steps might be:revisiting key digital skills (e.g. inserting images, using headings) with a small group
giving extra vocabulary support to pupils who struggled with the written part
planning a follow‑up task where they record short voice‑overs for their Slides, to support oral language and give another inclusive option for showing learning.
Hi I think the use of audio would be a great idea. It’s great that all children can access digital technology in their own way and in their own learning.
<Topic: Local Area Brochure (3rd/4th Class)
For my learning sequence in Module 2, I chose the topic “Our Local Area” for 3rd/4th Class, using Google Docs in Google Workspace. The main task is for pupils to create a simple brochure about our town or a local landmark.
One design choice I made was to use the same clear template for every pupil (with set headings like “Title”, “About this place”, “Things to see/do”, “Why it is special”). This really helps with clarity and consistency, as all children follow the same structure and know what is expected in each section. It also makes it easier for me to give feedback and compare work. One adjustment I would make next time is to model the full process more slowly, especially the steps of opening the template in Classroom and turning in the work. Some pupils may need extra time and repetition here. A possible link to reflection/SSE is to use a short Google Form at the end of the topic, asking pupils how confident they feel using Google Docs and whether the brochure helped them understand more about the local area. Their responses could feed into an SSE focus on digital learning and literacy.Google Workspace and Classroom could support School Self-Evaluation in several ways: Google Forms could be used to collect pupil, parent and staff feedback on areas like homework, wellbeing, or use of digital tools.
Google Classroom data (assignment completion, type of tasks, engagement) could give us real evidence of how digital learning is being used across classes.
Shared Sheets could help staff track assessment results and monitor progress linked to SSE targets.
A shared SSE folder or Drive would keep action plans, minutes, survey results and policies organised and accessible to all teachers.
Using these tools would make the SSE process more structured, transparent and easier to review year on year.
Google Classroom is so beneficial in a small school never mind a big school of your size. I’m eager to try the google teacher centre too and love learning more about what is available to us teachers to help with planning, teaching and assessment.
I use digital technology mainly to make learning more active and visible for the children. I’d use: Google Classroom to share work, links and simple assignments, and to keep everything in one place. Google Slides / Docs for group projects, so children can work together and I can see who has done what.Google Forms for short quizzes or check‑ins, which helps me quickly see who has understood a topic and who needs support.Simple tools like online timers, videos and interactive activities to break up lessons and keep pupils engaged.
Using the School Self Evaluation (SSE) Guidelines, I can:
Pick a clear focus, e.g. “Using digital tools to support literacy and feedback.” Gather evidence: quiz results, children’s digital work, pupil surveys about how helpful they find the technology. Reflect and plan changes: for example, adding more visual supports for some pupils or giving more time for peer feedback online. Review progress later in the year using the same digital evidence.
At a school level, developing my own use of digital technology can: Provide simple examples other teachers can copy (e.g. quiz templates, digital homework formats). Help create a more consistent approach to digital learning across classes. Give my SSE colleagues real data (engagement, attainment, pupil voice) to discuss when planning next steps in digital learning.I would use this Applied Digital Skills lesson:
“Create a Brochure”
Link: https://applieddigitalskills.withgoogle.com/c/middle-and-high-school/en/create-a-brochure/overview.html I would adapt this for a middle class in an Irish primary school (e.g. 3rd/4th) by keeping the content simple and linking it to SESE and our local area. I’d ask pupils to make a brochure on: Our local town/village or A local attraction (park, castle, beach, lake, GAA club, etc.) or “Welcome to our school” – a brochure for new pupilsTo keep it manageable, I would: Model first: Show a very simple brochure on the board (3–4 sections only: title, “About this place”, “Things to see/do”, “Why it is special”). Plan on paper: Children draft their ideas and headings in copybooks before using the computer. This supports those who are slower at typing. Use a shared template: I’d create a very basic Google Docs or Slides template with boxes already laid out. Children just add text and pictures. Localise content: Use photos the children or I have taken around the area. Let pupils include Irish words (place names, simple greetings) to connect with Gaeilge. Link to simple geography work – using a small map or directions.
Support different levels: Provide word banks on Classroom for key vocabulary. Allow some pupils to work in pairs (one stronger writer, one stronger with Share and reflect: Pupils present their brochures to the class on the interactive whiteboard. We use a very simple feedback form (smiley faces / two stars and a wish) either on paper or a quick Google Form.This activity practices basic digital skills (typing, inserting images, layout) while staying rooted in the children’s own community and using language and content that are age appropriate.
Assignment 1
When I think about sustainability in my local area, I notice it in everyday things like recycling facilities, community clean-up events, school gardens, and people making more of an effort to reduce waste. There also seems to be a growing awareness of using less plastic, saving energy, and looking after local green spaces. It makes sustainability feel less like a big abstract idea and more like something that is part of daily life.In the classroom, I think it would be useful to help pupils explore this through activities that are close to their own experience. For example, they could look at how much waste is produced in school, take part in a litter survey, or observe ways people in the community are trying to live more sustainably. I would also encourage discussion around simple habits, such as reusing materials, saving water, and caring for the local environment.I feel pupils engage more with topics like this when they can see a direct link to their own lives. It also helps them realise that even small actions can have a positive effect.
Assignment 2
There are lots of small things that both teachers and students can do each day to live more sustainably. In school, this could include using recycling bins properly, cutting down on unnecessary paper use, switching off lights or devices when they are not needed, and trying to avoid single-use plastics. Even bringing a reusable bottle or lunchbox can make a difference over time.Students can also be encouraged to think about their choices at home and at school, like wasting less food, walking when possible, reusing materials, or taking more care with resources. I think one of the most important things is helping children to understand that sustainability is built through habits. It is not always about doing something huge, but about becoming more aware of how everyday actions affect the environment. When students see that they can play a part, the idea of sustainability becomes much more practical and real.
Learning about the nutrition of seafood has highlighted for me how valuable this topic can be in the classroom and in daily life. Seafood is an important source of protein, vitamins, minerals, and omega-3 fatty acids, all of which support healthy growth, brain development, and overall wellbeing. Reflecting on this, I can see strong opportunities to connect the topic with SPHE, Science, and even Geography, helping students understand not only healthy eating but also where food comes from and why it matters.In the classroom, this knowledge could be applied through discussions on balanced diets, food choices, and the benefits of including seafood as part of a healthy lifestyle. It could also support practical activities such as investigating different types of seafood, comparing nutritional values, or linking nutrition to sustainability and local food production. I think this topic is especially useful because it combines health education with real-world learning. It encourages students to think more carefully about diet, wellbeing, and the wider role of food in their daily lives.
Using the ARC online lessons and resources in my own teaching practice, I would aim to make learning more active, inquiry-based, and cross-curricular, in line with the STEM Education Policy Statement. The resources support students in developing knowledge through investigation, discussion, problem-solving, and real-world application. I could apply these concepts by designing lessons where students explore aquaculture through science, geography, maths, and environmental awareness, rather than teaching each area in isolation.For example, students could analyse maps, interpret data, discuss sustainability, and investigate how aquaculture connects with local communities and food production. This approach would help build critical thinking, collaboration, and digital literacy, which are key goals of STEM education. It also encourages students to see STEM as relevant to everyday life and future careers.On a school-wide basis, STEM education could be addressed through the School Self-Evaluation (SSE) process by identifying STEM as an area for development in teaching and learning. Schools could review current practice, set targets for improving cross-curricular STEM experiences, and encourage shared planning among teachers. The ARC resources could support this by providing practical, engaging material that helps embed STEM across different class levels and subject areas. In this way, aquaculture education can contribute not only to subject knowledge, but also to a broader culture of curiosity, innovation, and whole-school improvement.
Assignment 1: Lesson Plan for Map Plotting Activity
Title: Mapping Aquaculture in Ireland
Class Level: Middle or senior primary
Curriculum Links: Geography and MathematicsLesson Aim:
To help students understand the location of aquaculture farms in Ireland while developing map-reading, scale, coordinate, and data-handling skills.Learning Outcomes:
By the end of the lesson, students should be able to:identify the location of aquaculture farms on a map of Ireland
use geographical skills such as map reading, direction, and interpretation of coastal features
apply mathematical skills including scale, distance, coordinates, and comparison of data
discuss why aquaculture farms are located in particular coastal areas
Lesson Activities:Begin with a short discussion on what aquaculture is and where students think fish or shellfish farms might be found.
Provide students with a map of Ireland showing the coastline.
Using location data, students plot aquaculture farms on the map.
Students then measure distances, use grid references or coordinates, and identify patterns in where farms are located.
Finish with a class discussion on why these coastal areas are suitable for aquaculture.I think this lesson would work very well in my classroom because it links two subject areas in a meaningful and practical way. It allows students to actively engage with maps and numbers instead of only reading about aquaculture in theory. The activity would support investigation, teamwork, and discussion, while also helping students understand the relationship between geography, natural resources, and economic activity. I also think it would make the topic more relevant, as students could clearly see how coastal environments influence where aquaculture develops.
Assignment 2:
The location of aquaculture farms in Ireland reflects the strong connection between the country’s coastal geography and marine resources. Most aquaculture farms are found along the coast, particularly in areas with suitable water quality, shelter, and access to the sea. This shows how natural features influence where aquaculture can develop successfully.
Reflecting on this, I think aquaculture can make a very important socio-economic contribution to coastal communities. It creates employment both directly on farms and indirectly through transport, processing, and local services. In some coastal areas, where job opportunities may be limited, aquaculture can help support families and sustain local economies. It also contributes to food production and can encourage skills development, innovation, and greater awareness of marine industries.
At the same time, the success of aquaculture depends on balancing economic benefits with environmental care and community support. This is why it is important for students to learn not only where aquaculture farms are located, but also how they can positively impact coastal communities in a responsible and sustainable way.Learning about aquaculture and social license helped me see how important it is for young people to understand where food comes from and how industries affect both the environment and local communities. I think these resources would work well in the classroom because they encourage discussion, critical thinking, and awareness of sustainability. They also help students see aquaculture as something connected to science, careers, and responsible decision-making. The fact that we live so close to the sea here in Donegal would make it very real life for the kids and they would be very interested too.
My favourite of BIM’s social licensing projects was the one focused on community engagement. I liked it most because it showed that aquaculture is not only about producing food, but also about building trust, listening to concerns, and working positively with the public.
I also found the ARC online lessons and videos very useful and engaging. They showed how important it is to introduce aquaculture to young people at an early age so they can develop informed and balanced opinions about it. I am loving leatning myself and I can’t believe how much I took for granted or didn’t fully understand.