Why not try to utilise a new application in your learning and teaching this month? Each month you will be shown a new application, along with guided tutorials, task ideas, and the DCF progression strands. If you do manage to make use of the apps shown, please send through examples so they can be shared!
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September 2025 - Google Classroom Refresh
September 2025 - Google Classroom Refresh
Google Classroom
To ensure a smooth start to the academic year, it’s vital that all staff set up their Google Classroom spaces promptly. This not only supports consistent communication and resource sharing, but also ensures that cover work can be managed efficiently throughout the term.
To create your classes:
Log in to hwb.gov.wales using your HWB credentials.
Click on User Management.
View each of your assigned classes.
Click Create Google Classroom for each one.
Please note: due to high demand at the start of term, newly created classes may take a little time to appear—this is expected, and no action is needed.
Important: Once your classes are created, make sure to add any relevant cover teachers and Wendy to each class. This is essential for ensuring that cover work can be set and accessed without delay.
Google Classroom integrates seamlessly with other Google tools, making it easy to share assignments, post announcements, and track pupil progress. Early setup means pupils can get familiar with the platform from day one, and teachers can begin using it to support learning straight away.
Let’s get everything in place now so we’re ready for a productive and well-organised year ahead.
Suggested uses throughout the year include:
Assignment submissions – pupils upload work for feedback and grading.
Class announcements – share updates, reminders, or links to resources.
Discussion threads – encourage pupil interaction and peer learning.
Quizzes and polls – assess understanding using Google Forms.
Resource sharing – upload lesson slides, worksheets, or videos.
By setting up your classes early and using Google Classroom consistently, you’ll save time, reduce paperwork, and foster a more connected and efficient learning experience for everyone.
The guide below will outlines how you can use Google Classroom.
Staff GFE Guide.pdfJuly 2025 - Adobe Express Guided Tutorials and Templates
July 2025 - Adobe Express Guided Tutorials and Templates
Guided Activities
Guided Activities
Adobe Express - Guided Activities.mp4Creating Templates
Creating Templates
Adobe Express - Creating Templates.mp4Adobe Express is a free, web-based design platform that enables users to create visually engaging digital content with ease. Designed with simplicity in mind, it offers a wide range of tools for making graphics, videos, animations, and web pages. Whether you're designing a poster, creating a short video, or building a presentation, Adobe Express provides intuitive templates and drag-and-drop features that make the creative process accessible to everyone - including pupils and teachers with no prior design experience.
Adobe Express is available to all educators and learners through the HWB platform. To access it, simply log in to hwb.gov.wales using your HWB credentials. Once logged in, navigate to the Adobe Express icon in the list of tools. This will take you directly to the Adobe Express dashboard, where you can begin creating without needing to register separately or install any software.
One of the standout features of Adobe Express is its collection of guided tutorials. These step-by-step lessons help users learn how to use the platform effectively while building their digital skills. For teachers, Adobe Express also allows the creation of custom templates that can be shared with pupils. This ensures that students are working within a structured format that aligns with specific learning objectives.
Possible task ideas could be:
Posters – great for showcasing key information or promoting events.
Infographics – ideal for summarising data or concepts visually.
Social media graphics – perfect for sharing learning or announcements online.
Digital portfolios – useful for collecting and presenting pupil work.
Short animated videos – engaging for storytelling or explaining ideas.
DCF Strands:
C3b: I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues (topic dependent).
I1a: I can select and use different online communication tools for specific purposes with higher levels of competence (where pupils have created their own content to share).
I2a: I can independently select and use a range of online collaboration tools to create a project with others in one or more languages.
I3c: I can manage links to files, taking permissions and file locations into account (ensuring only the correct people have access, and limiting access where necessary).
P1a: I can select and effectively use a variety of planning techniques (if planned through a paragraph outline).
P2a: I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes such as: text and images, presentations.
P2b: I can explore and develop a range of formal text document structures for different audiences and purposes (dependent on product created).
P3a: I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create (if work is reflected upon).
P3b: I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work (if work is reflected upon).
June 2025 - Blooket
June 2025 - Blooket
Blooket is a free, web-based educational platform that transforms traditional quizzes into engaging, game-based learning experiences. It allows teachers and students to create and play interactive question sets across a wide range of subjects. With its simple interface and variety of game modes, Blooket makes learning fun, competitive, and highly customizable.
Blooket empowers students to reinforce their subject knowledge through repeated retrieval practice in a playful environment. It supports both teacher-led and independent learning, making it suitable for classroom use, homework, or revision.
Blooket is a versatile tool that helps students consolidate knowledge, track progress, and build confidence in a subject through interactive gameplay.
Possible task ideas could be:
To create a quiz game to test peers on a recently studied topic.
To design a revision activity that helps reinforce key vocabulary or concepts.
To explore a new topic by creating and playing a custom question set.
To collaborate in groups to build a themed quiz that reflects cross-curricular learning.
DCF Strands:
C3b: I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues (topic dependent).
I1a: I can select and use different online communication tools for specific purposes with higher levels of competence (should pupils be making their own blookets).
I3c: I can manage links to files, taking permissions and file locations into account (sharing links to their blookets).
P2a: I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes such as: text and images, presentations.
May 2025 - Google Sites
May 2025 - Google Sites
Google Sites is a free, web-based platform for creating websites, allowing users to build and publish websites with ease. It's a simple, no-code website builder that's suitable for a variety of purposes, from personal portfolios to team collaboration hubs.
Google Sites allows students to access and maintain their personal collection of materials to authentically and creatively showcase their coursework. Google Sites is a free website builder that allows users to create simple, effective ways to present and share information.
Possible task ideas could be:
To create an online portfolio to showcase work in a subject or AOLE.
To create a revision site to recap a topic that can be shared with peers.
To showcase a new topic that they have learnt.
DCF Strands:
C3b: I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues (topic dependent).
I1a: I can select and use different online communication tools for specific purposes with higher levels of competence (where pupils have created their own whiteboards to share).
I3c: I can manage links to files, taking permissions and file locations into account (ensuring only the correct people have access, and limiting access where necessary).
P1a: I can select and effectively use a variety of planning techniques (if planned through storyboarding techniques).
P2a: I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes such as: text and images, presentations.
P3a: I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create (if work is reflected upon).
P3b: I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work (if work is reflected upon).
April 2025 - Vocaroo
April 2025 - Vocaroo
Vocaroo is a simple free online tool that allows users to record, send, and download voice messages. Teachers and learners can use Vocaroo in different activities, such as podcasting, digital storytelling, broadcasting, and giving feedback. Recordings can be downloaded, sent, or even scanned with a QR code reader.
The video shows how quick and easy it is to record and share audio. A link can be posted into a Google Classroom or a QR code created which can be stuck into an exercise book.
It doesn't have the full functionality like Adobe Podcast, but can allow the seamless recording of audio to be shared without having to worry about logging in.
Possible task ideas could be:
To record pupils Oracy skills in English, Welsh or an International Language.
To provide timely feedback on a task.
To record instrumental performances.
To carry out podcasts.
DCF Strands:
C3b: I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues (topic dependent).
I1a: I can select and use different online communication tools for specific purposes with higher levels of competence (where pupils have created their own whiteboards to share).
I3c: I can manage links to files, taking permissions and file locations into account (ensuring only the correct people have access, and limiting access where necessary).
P1a: I can select and effectively use a variety of planning techniques (if planned through a paragraph outline).
P2a: I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes such as: text and images, presentations.
P3a: I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create (if work is reflected upon).
P3b: I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work (if work is reflected upon).
March 2025 - Minecraft for Education
March 2025 - Minecraft for Education
When you mention Minecraft you typically think of gaming or even time wasting. However it has the ability to be a great teaching tool for a huge variety of subjects including Science, Maths, Languages, History and Art (to name a few). MfE have carefully created a variety of lessons to help support and develop skills at a variety of different levels. These can be found here.
Pupils have access to MfE on any Desktop PC, and therefore by booking a room and utilising these plans you can develop not only your own subject, but computational thinking, problem solving and producing skills.
Further, a recent Minecraft resource called Cadw Cymru has been created. Cadw Cymru is a pioneering educational product that merges Minecraft with Welsh heritage sites. It offers practitioners in Wales an exciting tool to engage learners with their national history in an interactive and immersive way.
Developed with historians, practitioners and digital designers, the program recreates iconic Welsh heritage sites within Minecraft Education. These virtual spaces allow learners to explore and learn about historical landmarks, such as castles, abbeys, and ancient ruins. A link to this resource can be found here: https://hwb.gov.wales/minecraft/cadw-cymru-bridging-welsh-heritage-and-digital-learning/
Possible task ideas could be:
To learn about different historic structures such as Castell Conwy and Rhaglan which have been created in Minecraft. Or even get pupils to model a historic structure.
Research and document ways to reduce food waste in your home, school, and community.
Introduce students to alternative energy sources by having them build homes that make use of renewable energy in different Minecraft biomes.
DCF Strands:
C1a: I can understand that I have a digital footprint and that this information can be searched, copied and passed on (should AI be misused, it could be traceable through a pupils digital footprint).
C3b: I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues (understanding that whilst they have devised prompts to generate the image, it is not an image they have created themselves).
P2a: I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes such as: text and images, presentations.
P3a: I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create (if work is reflected upon).
P3b: I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work (if work is reflected upon).
D1a: I can create a simple model or self-contained algorithm.
February 2025 - Adobe Express Image AI
February 2025 - Adobe Express Image AI
Adobe Express (via HWB) allows pupils to generate images from text. Adobe describe the tool as a way to 'Bring your ideas to life with Generate image, the text to image generator in Adobe Express powered by Adobe Firefly. You can generate images quickly and easily, now with higher quality, more detail and improved lighting and colour.'. The tool itself allows pupils to create an image by writing a prompt. Additionally they can amend, remove or add to their initial image to better suit it's audience and purpose. If you are utilising create writing in your subject, give pupils the opportunity to bring their story to life using this tool.
Adobe Express allows a safe area for pupils to make use and learn about AI in a controlled environment. Further guidance on the AI tool can be seen here: https://helpx.adobe.com/uk/express/create-and-edit-images/create-and-modify-with-generative-ai/text-to-image.html
Possible task ideas could be:
- To bring stories or pieces of writing to life.
- To design magazine or book covers.
- To generate images for a given purpose or audience.
- To amend existing images.
DCF Strands:
C1a: I can understand that I have a digital footprint and that this information can be searched, copied and passed on (should AI be misused, it could be traceable through a pupils digital footprint).
C3a: I can understand copyright and can explain the legal and ethical dimensions of respecting creative work (understanding that whilst they have devised prompts to generate the image, it is not an image they have created themselves).
C3b: I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues (understanding that whilst they have devised prompts to generate the image, it is not an image they have created themselves).
I3c: I can manage links to files, taking permissions and file locations into account (ensuring only the correct people have access, and limiting access where necessary).
P2a: I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes such as: text and images, presentations.
P3a: I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create (if work is reflected upon).
P3b: I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work (if work is reflected upon).
January 2025 - Canva Video Editing
January 2025 - Canva Video Editing
Canva's video editor is a free, online video editor that supports drag-and-drop basic editing and real-time collaboration features like resize, trim and crop, mirror/flip features. You can also add animations, effects, filters, transitions, captions, multiple audio tracks, and even record your screen. You first need to log into Canva which can be done using your HWB username. However if you sign up for a free account using your YBG email, you will get free access to premium features. Interact and collaborate in the classroom using this easy and efficient tool.
Possible task ideas could be:
- Summarising topics and ideas that can be shared with peers.
- Developing oracy skills through narration or gaining confidence in speaking on video.
- Creating news reports about past or present events.
- Creating a film or book report, summarising key characters and ideas.
DCF Strands:
C3b: I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues (topic dependent, but being aware of any content used that is not there own).
I3c: I can manage links to files, taking permissions and file locations into account (ensuring only the correct people have access, and limiting access where necessary).
P1a: I can select and effectively use a variety of planning techniques (if planned through a storyboard).
P2a: I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes such as: text and images, presentations.
P3a: I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create (if work is reflected upon).
P3b: I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work (if work is reflected upon).
December 2024 - Canva Whiteboard
December 2024 - Canva Whiteboard
Since Jamboard has finished, there have not been many apps which allow you to create interactive and collaborative whiteboards to use with colleagues and pupils. Canva Whiteboard allows you to brainstorm and collaborate with a team in real-time using fully-customizable templates. You first need to log into Canva which can be done using your HWB username. However if you sign up for a free account using your YBG email, you will get free access to premium features. Interact and collaborate in the classroom using this easy and efficient tool.
Possible task ideas could be:
- Recalling previous learning - pose a question to the class to reflect on the content covered in a previous lesson.
- Recount the learning from your lesson - as a plenary, ask pupils to summarise their learning.
- Planning content - if you're planning a story, a play or radio programme, pupils can collaborate on their ideas.
- Create a moodboard - create a collaborative moodboard to bring a variety of different ideas together.
DCF Strands:
I1a: I can select and use different online communication tools for specific purposes with higher levels of competence (where pupils have created their own whiteboards to share).
I2a: I can independently select and use a range of online collaboration tools to create a project with others in one or more languages (where pupils have created their own whiteboards to share).
I3c: I can manage links to files, taking permissions and file locations into account (ensuring only the correct people have access, and limiting access where necessary).
P1a: I can select and effectively use a variety of planning techniques (if being used to plan digital products).
P2a: I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes (if combining images and text in their collaborative tasks).
November 2024 - Adobe Podcast
November 2024 - Adobe Podcast
1. Logging in and starting a podcast.webmProgression in Podcasting English.pdfAdobe Podcast allows you to create high-quality podcasts and voiceovers that sound professional. A podcast is a series of spoken-word audio episodes focused on a particular topic or theme, and therefore can be created to suit any subject area. By navigating to https://podcast.adobe.com/ and logging in with your HWB email, you can seamlessly set up and record audio within seconds. Combine the great Oracy work we have been doing through Voice 21 with a method of creating an easy, effective podcast to create skills rich tasks.
Possible task ideas could be:
- Book club - podcast discussing a book that’s been read as part of a book club.
- Sports podcast - Discuss the school’s sport teams, recent results, interview some players etc.
- Careers podcast - Interview some pupils to discuss their career goals and how they intend to achieve them.
Introduce the idea of a podcast by playing one to pupils such as "The rest is history" or "Brain on! Science". Further exemplification of creating podcasts can be found here.
DCF Strands:
C3b: I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues (topic dependent).
P1a: I can select and effectively use a variety of planning techniques (if planned through a paragraph outline).
P2a: I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes such as: text and images, presentations.
P3a: I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create (if work is reflected upon).
P3b: I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work (if work is reflected upon).
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