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I think focusing on the development of skills in SESE is a very worthwhile area for School Self-Evaluation. I particularly like the emphasis on skills such as observing, questioning, predicting and investigating rather than focusing only on pupils’ knowledge of different SESE topics. These skills can help pupils become more independent learners and encourage them to think critically about what they are learning.
Using Google Forms to gather pupil voice would be a very effective way of identifying how confident pupils feel when completing different SESE activities. It could also help teachers identify particular skills that may need greater attention across the school.
One suggestion I would make would be to gather additional evidence alongside the pupil questionnaires. For example, teachers could use a simple shared assessment rubric or checklist to record how pupils demonstrate these skills during practical investigations. Samples of pupils’ work could also be collected through Google Classroom. Comparing this evidence with the pupils’ own perceptions would provide a more complete picture of their strengths and areas for development.
The findings could then be used to establish specific SSE targets and actions, with the same evidence gathered again later in the year to measure progress.
For the upcoming school year, our school has selected Wellbeing as our SSE focus, particularly in the context of embedding wellbeing across the redeveloped Primary School Curriculum. I think this provides a valuable opportunity not only to reflect on our current practices, but more importantly to identify practical ways in which we can improve the wellbeing of pupils across the school community.
One aspect I would like to review is pupil voice and pupils’ sense of belonging and wellbeing within the school. Google Workspace could be very useful in gathering evidence in this area. Google Forms could be used to create age-appropriate and anonymous pupil surveys, giving children an opportunity to express their views in a safe and secure way. Forms could also be used to gather feedback from parents and staff, ensuring that the wider school community has an opportunity to contribute. Google Docs could then be used collaboratively by staff to record observations, analyse findings and identify possible actions.
The digital evidence gathered could include survey responses, recurring themes, pupil feedback and staff observations. From this evidence, we could identify specific areas for improvement and agree clear and realistic actions. Follow-up surveys later in the year would allow us to assess whether these actions have had a positive impact.
I think using these digital tools would strengthen the SSE process by ensuring that decisions around wellbeing are evidence-based and that everyone’s voice is heard, rather than relying solely on the opinions or observations of a small number of people.
I really liked your use of the Brainstorming Gem to generate active lesson starters for teaching the Vikings in 3rd Class. In particular, I thought the “Viking or not Viking” activity was a very effective adaptation. Using the green and red cards gives every pupil an opportunity to participate and make a decision rather than relying on the same pupils to answer questions. It would also provide the teacher with a quick form of formative assessment to identify the children’s prior knowledge and any misconceptions before beginning the lesson.
One area that could possibly be developed further is the Mystery Box activity. After pupils uncover the pictures of artefacts, they could work in pairs or small groups to discuss what they think each object was used for and what it tells us about Viking life. This could encourage even more enquiry-based learning and historical thinking rather than simply identifying the artefacts.
I also agree with your decision to reject an AI-generated activity when you felt it might not suit your particular class. This highlights the importance of professional teacher judgement when using AI. The Gem can provide useful ideas and save planning time, but ultimately the teacher knows the pupils and can decide which activities will best support their learning and engagement.
For this module, I used the prebuilt Brainstorming Gem to support my planning for a 4th Class History lesson on the Normans. The lesson focused on who the Normans were, their arrival in Ireland and the influence they had on Ireland, including the development of castles and towns.
I used the Brainstorming Gem for the limited task of generating ideas for activities that could make the topic more interesting and engaging for the pupils. It provided a range of suggestions that gave me a useful starting point for planning the lesson. I checked each suggestion to make sure it was historically accurate, appropriate for 4th Class and linked to the learning objectives. I used some of the ideas, adapted others to better suit the needs and abilities of my class, and rejected any that I felt were too complicated or not relevant to the lesson.
One important professional boundary is that I would never include pupils’ names or any personal or sensitive information when using the Gem. I would also never rely solely on the information generated without checking its accuracy against trusted resources.
Overall, I found that the Brainstorming Gem added value to my planning. It helped me come up with different approaches to teaching the Normans and saved some planning time. However, I still feel that the teacher’s knowledge of the curriculum and, most importantly, the pupils in the class is needed to decide which ideas will actually work in practice.
I really like your idea of using Google Forms following a lesson on Ancient Rome. It provides a quick and straightforward way of assessing pupils’ understanding while also giving every child an opportunity to demonstrate what they have learned. I particularly agree with your point about quieter pupils, as digital assessment can allow children who may be reluctant to contribute during whole-class discussions to have their voice heard.
The variety of question types available in Google Forms is also useful for differentiation and inclusion. Images, multiple-choice questions and shorter responses could be used alongside more challenging questions to ensure that pupils of different abilities can engage with the assessment.
I also think your link to School Self-Evaluation (SSE) is very relevant. Google Forms could be particularly useful during the evidence-gathering stage of the SSE process. Surveys could collect the views of pupils, parents and staff on an identified area for improvement. This information could then help the school identify strengths and areas for development, establish clear targets and actions, and later review whether these actions have resulted in meaningful improvement.
For this module, I based my activity on the topic of **Farming: Past and Present**. The main activity involved presenting pupils with two contrasting images, one showing farming in the past and the other showing modern farming. I used **Google Docs** to structure the activity, providing clear instructions and key vocabulary to support pupils when comparing the two images.
I felt that using images made the activity more inclusive and accessible, as pupils could identify differences visually before having to express their ideas in writing. Providing key vocabulary also supported pupils who may find it more difficult to put their observations into words. The comparison element encouraged pupil engagement and discussion, as children could share what they noticed and explain their thinking.
At the end of the activity, I used a **Google Form as an exit ticket**. This provided pupils with an opportunity to reflect on what they had learned while also giving me immediate feedback on their understanding. I could then use the responses as an assessment tool to identify any misconceptions or gaps in learning.
The information gathered from the exit ticket would help inform my **next steps and future lesson planning**. For example, if several pupils struggled with a particular concept or piece of vocabulary, I could revisit this in the following lesson or provide additional support where needed.
I really enjoyed reading your post, particularly your ideas for using Google Classroom to support your work on **Vikings in Ireland with 3rd Class**. It is a topic that lends itself very well to integrating different subjects, and I like the idea of combining Google Slides, videos and the Explore with Me resources throughout the learning sequence.
I think using a **Google Forms quiz** at the end of the topic would be a very effective way of assessing the children’s learning. Including questions based on the pupils’ own projects is a particularly good idea, as it gives value to the work they have presented and encourages them to engage with each other’s projects.
I also agree with your point about consistency. If Google Classroom is organised in a similar way for each topic, pupils will gradually become more independent in accessing slides, assignments and other resources. This could be especially useful as they progress through the school.
Your point about getting back into using Google Classroom also stood out to me. I think one of the biggest challenges with digital tools is simply getting into the habit of using them regularly. Once both teachers and pupils become familiar with the routine, they can become a very useful part of everyday teaching and learning.
My learning sequence focused on The Great Irish Famine (1845–1849) and was designed for 6th Class. One of the main design choices I made was to use Google Classroom as the central location for the lesson. I created links to the lesson slides as well as a pupil template that the children could use throughout the lesson to record their learning and complete the different activities.
Before assigning the lesson on Google Classroom, I also completed a teacher planner. I found this particularly useful as it encouraged me to think carefully about the learning objectives, the sequence of activities and what I wanted the pupils to achieve by the end of the lesson. Having the slides, pupil template and instructions together on Google Classroom also provided greater clarity and consistency for pupils.
One adjustment I would make would be to include more opportunities for differentiation within the pupil template, such as extension questions and additional supports for pupils who may need them.
This could also link well with School Self-Evaluation (SSE). Pupil feedback or a short reflection at the end of the lesson could help identify what worked well and what could be improved when using digital learning tools in future lessons.
I really like the active approach you have taken to introducing habitats, particularly the Four Corners activity. I think this would be a great way to get pupils moving while also quickly assessing their existing knowledge of different animals and habitats. I also agree with your point about adapting activities to meet the individual needs of pupils, as some children may be less comfortable with activities involving movement or performing in front of others.
A practical suggestion might be to ask Gemini to generate different versions of the same activity, including options for pupils who would prefer to participate from their seat or work with a partner. This could help make the lesson more inclusive while still achieving the same learning objective.
It would be interesting to see whether Gemini could suggest other ways of differentiating the lesson without identifying individual pupils or providing it with any personal information about them.
One of the most useful ways I used Gemini during this module was to help plan a 6th class lesson on World War II. By providing a detailed prompt, Gemini generated a lesson outline, key learning objectives, discussion questions and age-appropriate activities that aligned well with the topic. It also suggested ideas for cross-curricular links, such as analysing historical photographs, writing diary entries from different perspectives and locating key countries on a map. This gave me a strong starting point and significantly reduced my planning time.
One adaptation I would make is to review and edit the information before using it in class. As World War II is a complex historical topic, I would ensure the facts are accurate, age-appropriate and linked to the Irish Primary Curriculum. I would also adapt the activities to suit the abilities and interests of my pupils.
A key boundary for responsible AI use is recognising that Gemini should support, not replace, teacher expertise. It can generate excellent ideas, but it is the teacher’s responsibility to make professional decisions about the content, ensure historical accuracy and create meaningful learning experiences that meet the needs of the class.