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• The class level and curriculum context
Class leave would be 3rd/4th autism classroom. Curriculum context would be technology/SPHE/general behaviour.
• The limited task the Gem supported
I used the storybook gem to attempt to create a social story for a child that finds it difficult to concentrate on anything in a room in which there is some kind of technology. The child struggles to focus on own task when there is a whiteboard, laptop, cd player in the background.
• How you checked the output
I checked the output by creating the storybook and evaluating it using my pwn professional judgement.
• What you used, adapted or rejected
I am conflicted with the result, as the gem suggests it created a storybook rather than a one page social story. I asked it to review the creation to one page but it was a limitation of the gem that it made it into a storybook. Now, admittedly the story book was very clear and covered everything exactly as I had asked it to do albeit in an undesired format. As I was going through the process I had to wonder if in the context of a child who is easily distracted by technology, the answer could be found in technology.
• One safeguarding or professional boundary
I did not input the details of the child or the needs of the child.
• Whether the Gem added value to your teaching, learning or assessment practice
I could definitely see how this Gem would add value to my teaching, the learning of the children and potentially to assessment practice. I suppose that the storybook gem wouldn’t really be one to use with assessment but it could certainly be used with reflection in mind.
For our upcoming SSE cycle, I would zoom in on geometry in senior primary math, specifically focusing on how students understand shape and space. I would address a common challenge where fifth and sixth class pupils can easily name basic shapes, but freeze up when asked to explain shape properties, work out missing angles, or visualize nets.
To tackle this, I would switch up our assessment approach using key tools in Google Workspace. Instead of relying solely on end-of-unit paper tests, I would have the children use Google Slides to create interactive shape journals. They would take photos of shapes around the school, label their angles and properties directly on screen, and explain their thinking. I would also use quick Google Forms quizzes as warm-ups to spot common misconceptions in real time.
The digital evidence I would gather includes the students’ annotated slides, self-assessment reflection forms, and the automatically generated summary charts from our quizzes. This would give me a clear picture of their spatial reasoning progress while keeping the lessons practical and engaging for the class. It would make tracking our SSE goals far more manageable and meaningful.
This is a wonderful idea Carol. It is clear and would give you concise feedback from which you could develop an improvement plan.
The children in Junior Infants would love this activity. It is so important and difficult to keep children engaged and I think your suggestion would be the perfect balance of using traditional teaching methods and technology to achieve our objective.
This is how I see that Google Forms could work as an exit ticket after a 5th class maths lesson on Shape and Space (classifying 2D polygons, symmetry, and angles).
In a mixed-ability class, paper slips often frustrate pupils who struggle with literacy, while fast finishers rush through. Switching to a 4-question Form could boost inclusion and engagement:
Inclusion: I could embed short GIFs of shape rotations and audio recordings of questions. Pupils struggling with reading could use screen readers or voice typing, proving their maths ability without literacy barriers.
Engagement: Using image choices for identifying acute or obtuse angles could feel like a fun quiz rather than a test. Every child could participate independently.
Feedback & Next Steps: The automatic response summary could show real-time class data. I could instantly spot if half the class mixed up reflex and obtuse angles, using the visual pie charts the next morning to target that exact gap before setting guided maths groups.
Google Workspace & Accessibility in School Self-Evaluation (SSE)
Google Workspace could streamline our school’s SSE cycle by making data collection fully accessible:
Inclusive Pupil Voice: I could use Google Forms paired with Voice Typing or Select-to-Speak so pupils with learning needs could share feedback on their learning experience. Google Translate could allow EAL parents to complete surveys in their native language.
Collaborative Action Planning: Survey data could auto-populate into Google Sheets to generate visual graphs for staff reviews. Teachers could then co-author the School Improvement Plan in Google Docs in real time.Topic & Class Level: Barryscourt Castle. 5th/6th Class History (Local Studies / Change & Continuity).
Learning Sequence
Explore: Map the site; investigate 16th-century Anglo-Norman defenses (bawn walls, turrets, drop-hole dungeon).
Investigate: Analyse floor plans and images of the Great Hall to compare Tudor-era and modern daily life.
Synthesise: Examine OPW conservation efforts and create a visual 16th-century castle visitor guide or job advert.
Design Choice
Used structured architectural graphic organisers and visual cards instead of text-dense readings.Clarity, Sequence & Consistency
Clarity: Translates complex medieval terminology into concrete visual components.
Sequence: Progresses logically from physical identification to social history, ending with modern conservation.
Consistency: Uses a uniform layout, ensuring students quickly locate key terms and inquiry prompts.
Adjustment
Add 3D block-building or virtual walkthroughs to help spatial learners visualize how the 3-storey main block and 5-storey turrets connect.Reflection / SSE Link
Students complete a 3-2-1 reflection log (3 facts, 2 terms, 1 question). Teachers use this data for School Self-Evaluation (SSE) to measure active inquiry and engagement in local history.I love the idea of combining learning about the natural world, trees, and technology. I think this would help to bring things full circle for the children. It is so important not to forget the natural world and to keep learning about it running alongside technology. You have lovely ideas, I’m sure that the students in your class would be very happy with your lesson.
I agree completely with regard to data protection, I feel that it would be easy for people not to consider that entering behaviour details may compromise anonymity. Following on from this it would be important to have a school policy on this, would be even more important for staff to know what was in the school policy!
First prompt: Based on the irish primary school curriculum, subject SPHE, 3rd – 6th class, suggest some initial topics that could be covered in a multi grade, multi ability autism class.
Gemini gave me several ideas:
Strand 1: Myself
1. Self-Identity: “Understanding Me & My Brain”
Curriculum Link: Strand Unit — Self-Identity (Developing Self-Confidence / Knowing Myself)
Initial Topic Focus: Likes, dislikes, strengths, sensory preferences, and identity.
Class Adaptation:
Core Concept: Help pupils build a positive self-concept.
Activity Ideas: “All About Me” visual profile boards or communication books. Map out individual sensory likes/dislikes (e.g., quiet places, fidget toys vs. loud sounds, bright lights).
Multi-Ability Differentiation: Emerging communicators can use PECS, point to real objects/photo cards, or sort physical items (e.g., green bin for “I like,” red bin for “I don’t like”). Independent readers/writers can create a digital presentation or written profile.
2. Growing and Changing: “Recognising & Regulating Emotions”
3. Taking Care of My Body: “Hygiene, Routines, and Body Awareness”
4. Safety and Protection: “Personal Boundaries & Personal Safety”
5. My Friends and Other People: “Parallel Play & Shared Interaction”
Use Visual Schedules: Pair every SPHE lesson with explicit visual schedules (first/then boards, step-by-step social narratives).
Focus on Concrete Over Abstract: Replace abstract role-plays with direct, hands-on sensory exploration, video modeling, and concrete sorting tasks.
Integrate Across the Day: Rather than keeping SPHE solely to a single 30-minute block, embed regulation, communication, and self-care skills directly into daily transitions, snack times, and sensory breaks.
I decided to focus on the first option as it would be most suitable for getting to know the children in the class. I asked Gemini:
Only look at the first suggestion: Self-Identity: Understanding my Brain. Write teacher prompts for a 30 minute lesson, suggesting timings, include three options for warm activities, three options for tasks and three options for conclusions. This has to be appropriate for use in an inclusive autism classroom.This was the response: Lesson Plan Overview
Lesson Focus: Everyone’s brain works differently; identifying what our brains like, dislike, and need.
Total Duration: 30 Minutes
Key Vocabulary Visuals: Brain, Like, Don’t Like, Help, Calm.
Part 1: Warm-Up Activity (5 Minutes)
Select one option below based on your group’s profile.
Warm-Up Options
Option A: Concrete Brain Sorting (Sensory & Non-Verbal)
Setup: Two buckets (Green = “Good/Like”, Red = “Not Good/Dislike”) and real sensory items (e.g., pop-it, loud bell, soft fabric, flashlight).
Teacher Prompt: “Look. Touch this soft fabric. Does your brain like it or dislike it? Put it in the Green Box for like, Red Box for dislike. Everyone’s brain chooses differently!”
Option B: Stand Up / Sit Down (Gross Motor Movement)
Setup: Visual cards showing “Stand Up” and “Sit Down”.
Teacher Prompt: “Listen. Stand up if your brain likes drawing. Sit down if your brain likes running outside. Look around—our brains like different things, and that is okay!”
Option C: Visual “Brain Engine” Check-In (Low-Demand Visual)
Setup: Visual board showing 3 engine speeds (Slow, Ready, Fast) or colors (Blue, Green, Yellow/Red).
Teacher Prompt: “Point to the brain engine that matches you right now. Is your brain slow, ready, or fast? All brains feel different speeds.”
Part 2: Teacher Input & Direct Instruction (5 Minutes)
Teacher Prompts & Script
[Show large graphic or model of a brain]
Teacher Prompt: “This is a brain. Everyone in our room has a brain inside their head. But look—no two brains are the exact same!”
[Show visual contrast cards: E.g., Ear defenders vs. Headphones playing music]
Teacher Prompt: “Some brains love loud music. Some brains need quiet. My brain likes [insert real teacher example, e.g., quiet places]. What does your brain like? Today we are going to build our Brain Profiles.”
Part 3: Main Learning Tasks (15 Minutes)
Select one option or set up as learning zones tailored to pupil abilities.
Task Options
Option 1: Sensory & Preference Sorting Mats (High Support / Emergent AAC)
Focus: Non-verbal or concrete sorting using real objects, Picture Exchange (PECS), or symbols.
Setup: Mat split into two sides: Green (Brain Likes 😊) / Red (Brain Doesn’t Like ☹️).
Teacher Prompts:
“Pick a card. Is it ‘Bright Lights’?”
“Show me: Does your brain like bright lights or quiet lights?”
“Stick it on your board. Good job telling me about your brain.”
Option 2: “My Brain’s User Guide” Visual Booklet (Moderate Support / Structured Visuals)
Focus: Visual choice cards, cut-and-paste, or sentence starters.
Setup: Worksheets with sentence stems: “My brain feels happy when…”, “When it gets too loud, my brain needs…” paired with symbol cards.
Teacher Prompts:
“Find the card that shows what helps your brain when you feel overwhelmed.”
“Do you need headphones, a movement break, or a quiet corner? Glue your choice in your booklet.”
Option 3: Digital or Written “Brain Profile” Presentation (Independent / Fluent Communicators)
Focus: Writing, digital creation (e.g., Book Creator app), or drawing explicit self-advocacy plans.
Setup: Blank digital template or structured mind-map: My Strengths | My Sensory Needs | How to Help Me.
Teacher Prompts:
“Write or type two things your brain is great at doing.”
“Now add one thing that is tricky for your brain and what adults can do to help you when that happens.”
Part 4: Conclusion & Cool-Down (5 Minutes)
Select one option below to close the session.
Conclusion Options
Option A: Group “Brain Wall” Assembly (Visual & Collective)
Activity: Each student sticks their finished profile or choice symbol onto a shared display board titled “Our Unique Class Brains”.
Teacher Prompt: “Look at our wall! Every board is different. Our class has many different types of brains, and every single brain belongs here. High five!”
Option B: Pass the “Calm Brain” Object (Regulation-Focused)
Activity: Pass a weighted soft toy or tactile glitter tube around the circle. When receiving it, the student completes a simple prompt or uses a gesture/AAC button.
Teacher Prompt: “Pass the turtle. Press your button/say: ‘My brain is special.’ Now pass it to [Peer’s Name].”
Option C: Guided Sensory Brain Reset (Interoception & Somatic Closing)
Activity: Led dim-light deep breathing or progressive muscle relaxation exercise.
Teacher Prompt: “Let’s give our brains a rest. Squeeze your hands tight like lemons… now melt them soft. Breathe in for 3… out for 3. Our brains worked hard today.”Gemini then suggested that I ask it to create a social story for this activity.
I love that Gemini gives so many options, however, you would have to wonder at how well some of the language in the teacher prompts would work. ‘High Five’ ‘My brain is special’, won’t work for everyone.
I think it’s lovely that so many of your students have connection to farming and the sea. When I started teaching twenty years ago the cohort of children I would have taught had similar connections. Now, however, factories and pharma companies have taken over. While obviously this is driven by supply and demand I believe it is a shame that there are less and less young people connected to the land and the sea.
Sustainability is something that can be seen in everyday life in my local area. We have recycling facilities for cans and bottles, making it easy for people to reduce waste and recycle regularly. Our local St. Vincent de Paul charity shop is another great example, as it encourages a circular economy by giving pre-loved clothes, books, and household items a second life while also supporting people in the community. There is also a growing interest in planting flowers and maintaining community green spaces, which helps to support biodiversity and creates a more attractive environment for everyone. In the classroom, I would encourage pupils to explore sustainability by connecting these local examples to their own lives. We could discuss where everyday items go after we finish using them, visit the charity shop or recycling facilities, and carry out a litter or biodiversity survey around the school. These hands-on experiences would help pupils see that sustainability is not just a global issue but something they can actively contribute to in their own community through small, meaningful actions.
How amazing it must have been to grow up on Inis Mor, the culture and heritage of the island is palpable once there. I imagine that aquaculture is somehow running through your veins and I am quite sure that the children in your classrooms very much benefit from this.
Learning about the nutrition of seafood has made me reflect on how this topic could be brought to life in the classroom. Before looking into it in more detail, I think many children, and perhaps adults too, do not always realise the nutritional benefits of seafood and the important role it can play as part of a healthy diet. This would be a great topic to explore through Science, SPHE and even Maths, where children could investigate food labels, compare nutrients and learn about making healthy choices. Our school is fortunate to have a kitchen, and I think this could provide a fantastic opportunity for a practical learning experience, such as cooking or tasting fish dishes with the children. However, it would be essential to check for any allergies or dietary requirements beforehand and ensure all safety measures are followed. A hands-on activity like this could help children develop a better understanding of where food comes from and encourage them to try new foods in a positive way. It would also be a lovely opportunity to link learning to Ireland’s coastal environment and aquaculture industry. Overall, I think teaching children about seafood nutrition could be engaging, practical and a great way to promote healthy eating habits while developing important life skills.
I really like the way you have highlighted the child-led nature of these resources, especially in an Autism class where following a child’s interests can be such a powerful way of encouraging engagement and learning. Giving children the opportunity to explore areas they are curious about can really support confidence, communication and independence. I agree that the ARC lessons lend themselves so well to cross-curricular learning, as there are links to Science, Geography, English, Maths and digital learning. I also think the focus on problem-solving, collaboration and critical thinking fits perfectly with STEM education. From an SSE perspective, these resources could provide a great opportunity for staff to work together and set meaningful goals that develop STEM skills across the whole school.