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The lesson about stars would be created to provide an excellent balance of discussion, hands-on learning, numeracy, and creativity, making it a highly engaging lesson for children in 1st and 2nd class.
I would begin with the star counting discussion, using the containers and marbles to help children visualise large quantities. Young children often struggle to understand very large numbers, so comparing stars to increasing amounts of marbles would make the concept more meaningful and concrete. The questioning element would encourage children to share their prior knowledge and experiences of looking at the night sky, while also addressing misconceptions, such as whether the Sun is a star.
The starry sky art activity would be particularly effective in promoting creativity while reinforcing scientific concepts. Allowing children to choose their own colours and create splatter-painted stars would encourage individual expression and engagement. I believe this hands-on approach would help children remember that stars come in different colours and that there are vast numbers of stars in the universe. The activity would also support the development of fine motor skills and provide opportunities for cross-curricular learning through Visual Arts.
The show and tell session would give children the chance to explain their work and reflect on what they have learned. This would support oral language development and help consolidate key learning outcomes. Listening to their peers would also encourage collaboration and confidence in sharing ideas.
Overall, I feel this lesson would be highly successful in my classroom because it caters for different learning styles and keeps children actively involved throughout. The combination of questioning, practical investigation, art, and discussion would create a memorable learning experience while fostering curiosity about space and the wider universe. It would also provide an excellent foundation for further exploration of astronomy and Earth and Space topics in the primary science curriculum.
I agree, this sounds like a wonderful activity. I am also looking forward to trying it with my class next year. I love how it integrates science, literacy, art, and maths in a meaningful way. The creative opportunities, particularly designing moon pictures and writing poems, would really encourage children’s imagination and engagement.
Activity: The Planets
I would use the StoryBots: We Are the Planets video (https://www.youtube.com/watch?v=ZHAqT4hXnMw) as an engaging introduction to our space topic. I have regularly used this video in the classroom and the children always enjoy it. The catchy song and colourful visuals would help the children become familiar with the names of the eight planets and spark their curiosity about the Solar System.
After watching the video, I would gather the children in a circle and discuss what they learned about the planets. We would talk about Earth as our home planet and identify the other planets in the Solar System- I would use visuals and planet name labels. Following this, I would use the Planet Game from the lesson ‘The Planets-journey through the Solar system 01”, where hoops represent the planets and the children become space rockets travelling through space. This active, play-based activity would reinforce the planet names while developing listening and movement skills
To extend the lesson, I would complete the Planet Dance and Spin Your Own Planet activities to help children understand that planets orbit the Sun and spin on their axes. This lesson supports inquiry-based learning by encouraging children to ask questions, share observations, and explore ideas through movement, discussion, and play. Combining music, storytelling, and hands-on activities makes learning about space fun, memorable, and meaningful for the children.Hi Rachael, thank you for sharing this lovely activity. Using Back to Earth with a Bump as a stimulus is a great way to spark children’s interest and imagination. I also love how you use the torch and globe experiment to make the concept of day and night visible and meaningful. This lesson really gives children a hands-on opportunity to explore and it supports curiosity, engagement, and helps to develop a deeper understanding. Thank you for sharing!
Hi my name is Sarah. I am looking forward to learning new ideas/ activities to do with my class from this course.
My fun space fact is: there are more stars in the universe than grains of sand on all of the beaches on Earth!
In my classroom, I would use the egg parachute activity to help children explore and learn through play. The children would work together to make a parachute to keep an egg safe when it falls. This activity supports inquiry-based learning because children learn by asking questions, exploring ideas, testing their predictions, and discovering what works through hands-on experiences. I would encourage them to talk about their ideas and ask simple questions such as, “Which parachute will fall the slowest?” and “What can help keep the egg safe?”
The children would test their parachutes and see what happens. They could then make changes and try again. This helps them learn to solve problems, think creatively, and keep trying when something does not work the first time.
The activity also supports learning in different areas. Children can learn about science by exploring how things fall, maths by counting and comparing, and language by talking about their ideas and sharing what they discovered.
By giving children opportunities to explore and find things out for themselves, I can help them become confident, curious, and active learners. The activity is fun, hands-on, and helps make learning meaningful.It’s really interesting to hear how you’re transitioning from Word and PowerPoint to exploring Google Workspace tools. We’ve found Google Forms particularly useful, especially when we surveyed staff on wellbeing—it was quick to set up, easy to analyse, and gave us valuable insights.
Your reflections on the admin benefits of Workspace are spot on. Tools like Drive, Docs, and Calendar really do streamline communication and planning across the school.
But I agree with your reservations about student email access, but hopefully the idea of limited use of Workspace tools can support collaboration and resource sharing in a safe and structured way.
https://docs.google.com/presentation/d/1l2hOlEYg-k3llO0nQx48jKFGdEFxKP2L3jW3GAvFUXY/edit?usp=sharing
Over the past few years, my teaching practice has increasingly incorporated digital tools to support both in-class and remote learning. The shift to blended learning has highlighted the value of platforms like Google Workspace, especially Classroom, Groups, and Meet, in maintaining continuity, collaboration, and engagement.
Google Classroom will allow me to streamline communication, share resources, and manage assignments efficiently. It’s particularly useful for differentiated instruction and tracking pupil progress. Google Meet has been invaluable for virtual check-ins, parent meetings, and even small group support sessions, ensuring learning continues beyond the physical classroom.
Looking ahead, I plan to use these tools more strategically to support student voice, formative assessment, and collaborative learning. The flexibility of Workspace apps makes them ideal for a blended approach, where pupils can access materials, submit work, and receive feedback from anywhere.
To support this, I’ve created a short interactive digital story using Google Slides for 4th class pupils on the topic of The Vikings. It introduces key concepts and includes a discussion prompt to encourage reflection and peer interaction.
This kind of resource can be shared via Classroom, discussed in Meet, and extended through Docs or Jamboard. It’s a simple but effective way to make learning more engaging, accessible, and student-centered.This is a great example of how assessment can be used to genuinely support learning. I really liked your use of Google Forms to gather student voice—it’s such a powerful way to identify patterns and respond meaningfully. We also used Google Forms to survey staff on wellbeing, and found it incredibly useful for capturing honest feedback and guiding our next steps.
Your plan to combine Forms and Kahoot is a great way to balance structured assessment with interactive engagement. It’s encouraging to see how you’re making assessment part of the learning journey, not just the end point.
https://forms.gle/wQDdME2EuVYsMX426
After reviewing Formative Assessment and Self-Regulated Learning (Dylan Wiliam, 2014), I’ve reflected on how I currently assess pupils and how I can improve both Assessment for Learning and Assessment of Learning in my classroom. Wiliam’s emphasis on feedback, student ownership, and ongoing assessment has encouraged me to make my assessments more interactive and reflective.
In September, I plan to use Google Forms to create short, topic-based assessments that allow pupils to demonstrate understanding while also reflecting on their learning. For example, I’ve created a Vikings History Assessment for 4th class that includes multiple choice and short answer questions. This format supports AfL by identifying misconceptions early and AoL by capturing summative understanding.
Forms also allow me to track responses, provide instant feedback, and adjust teaching based on pupil needs. It’s a simple yet powerful tool to support both learning and our School Self-Evaluation (SSE) process.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!
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.
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.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.
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
