[Sarah Henry]

This is a great example of how project-based learning can be used to develop 21st-century skills in a meaningful and engaging way. I really like how you’ve incorporated Google Docs and Sheets to support both research and budgeting—two real-world tasks that help pupils connect learning to life beyond the classroom.

Your idea also encourages creativity, critical thinking, and communication, especially through the presentation and feedback stage. It’s great to see how pupils are given ownership of their ideas and the opportunity to present them to a panel—this adds authenticity and builds confidence!

[Sarah Henry]

Inspired by Redesigning Education: Meeting the Challenges of the 21st Century (Hallissy et al., 2013), I’ve chosen to focus on collaboration as a key 21st-century skill in my 4th class history lessons. Collaboration helps pupils learn to work together, share ideas, and solve problems—skills that are essential for both school and future workplaces.

Using the topic of The Vikings, I plan to integrate Google Workspace tools to create engaging and collaborative learning experiences. Pupils will work in groups using Google Docs to write reports on Viking life, Google Slides to create presentations on Viking longships, and Google Forms to design quizzes for their peers. Google Classroom will be used to manage tasks, share resources, and facilitate discussion.

Learning Opportunities Using Google Workspace
1. Google Docs: Pupils work in pairs or small groups to write a short report on Viking life, including homes, food, and clothing. They can use comments to suggest edits and improvements.
2. Google Slides: Groups create a presentation on Viking longships or raids, with each pupil responsible for one slide. They can add images and facts from their research.
3. Google Forms: Pupils complete a quiz on Viking facts and then create their own questions to test classmates, encouraging peer learning.
4. Google Classroom: The teacher posts group tasks and resources. Pupils submit their work and receive feedback. Classroom threads allow pupils to ask questions and share ideas.

These activities will not only enhance collaboration but also provide valuable evidence for our School Self-Evaluation (SSE), particularly in areas like pupil engagement and digital learning.

[Sarah Henry]

I do not have access to a school domain email so cannot allow access to a demo class, but I have trialed the setup of a sample class in Google Classroom using my personal account. I explored adding students, posting assignments, making a quiz with different points awarded to various questions and sharing files via the Class Drive folder.

Even in a trial environment, the potential of these tools was clear.
Google Classroom offers a streamlined way to manage learning materials, communicate with students, and track progress. Assignments can be differentiated, deadlines clearly set, and feedback provided instantly. The integration with Google Drive ensures that resources are easily accessible and organised.

From a School Self-Evaluation (SSE) perspective, Classroom supports evidence gathering (e.g., assignment submissions, feedback records) and helps identify areas for improvement across subjects. It also promotes consistency in assessment and communication.
Using Google Classroom regularly can foster student independence, improve digital literacy, and support whole-school goals outlined in the Digital Learning Framework.

[Sarah Henry]

I completely agree with your points about the value of Google Classroom in enhancing learning experiences. The ability for pupils to choose how they demonstrate their understanding—whether through Docs, Slides, or Sites—really supports differentiated learning and encourages creativity. It’s empowering for students to have ownership over their learning and presentation style.

The use of rubrics in Google Classroom is a fantastic way to set clear expectations and provide transparency for both students and parents. It also supports self-regulation and reflection, which are key 21st-century skills.

[Sarah Henry]

In my opinion, digital technology has the power to transform learning by making it more interactive, inclusive, and student-centered. In my classroom, I plan to use tools like Google Docs for collaborative writing, Forms for formative assessment, and Slides for student-led presentations. These tools promote autonomy, creativity, and critical thinking—key 21st-century skills.
I can use Google Forms to gather student feedback, analyse results in Sheets, and use Docs to collaboratively plan improvements. This digital approach would make SSE more efficient and transparent.
One resource I plan to use is Be Internet Awesome, which teaches digital citizenship through engaging games and lessons. I’ll localise it by linking activities to real-life online scenarios relevant to my pupils and integrate it into SPHE and ICT lessons. This would also support my teaching of the childrens digital footprint which we explore during our internet safety week in school.
Be Internet Legendshttps://beinternetawesome.withgoogle.com/en_ie

• This reply was modified 5 months, 2 weeks ago by Sarah Henry.

[Sarah Henry]

We also are fortunate to have chrome books in our school and it is hoped that in September we will have a complete class set too to enhance the childrens individual digital literacy. It’s great to see all the apps that are available and suitable for them!

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