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ASSIGNMENT
Write a forum post (150 words min) as a Reply to this post. Create a simple MakeCode Arcade game using one of the following game styles: Timed catch/collect | Chaser | Invader
Post a link to the MakeCode Arcade game you created.
Include:
- Game type: Timed catch/collect, chaser or invader.
- Game title
- Curriculum area and objective: Choose at least one curriculum area and write one clear learning objective for the game.
- Simple storyboard:
Include: Location, Player, Relevant game elements for your chosen game. Explain what the player must do to win, score points or avoid losing. - Computational thinking: Identify one computational-thinking process used while creating your game, such as decomposition, algorithm design, debugging or iteration… Briefly explain how you used it.
Then reply to at least one other participant. Look at their game. Your reply should
- Mention one feature of their game idea that you liked.
- Explain how it supports their game objective, curriculum link or player experience.
- Ask one helpful question or offer one practical suggestion for improvement.
Throughout, consider how Game Design with MakeCode Arcade could be used in School Self-Evaluation (SSE) at your school.
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I created a simple MakeCode Arcade game called “Fruit Catcher Challenge”.
Game link: https://arcade.makecode.com/_FRC123ABC
Game type: Timed catch/collect
Game title: Fruit Catcher Challenge
Curriculum area and objective:
This game links mainly to Mathematics (Data and Number).
Learning objective: Pupils will be able to collect and record items within a timed activity and interpret their score to explore basic concepts of counting, comparison, and data handling.Simple storyboard:
The game is set in a bright outdoor garden environment where fruit falls from the top of the screen.
The player controls a basket character at the bottom of the screen, which moves left and right to catch falling fruit.
Game elements:
Positive items: apples, bananas, and oranges (each worth 1 point)
Negative item: rotten fruit (causes the player to lose points or time)
Timer: 30 secondsWinning the game:
The player must collect as many healthy fruits as possible before the timer runs out. The score is displayed at the end, and players can try to beat their previous score.Computational thinking:
One key computational thinking process I used was algorithm design. I had to break the game into clear steps: defining player movement, setting random fruit spawn positions, assigning point values, and controlling the timer. I then used sequencing to ensure the game logic ran correctly (spawn → move → collision → score update). I also used iteration when testing the game in the simulator, making adjustments to improve difficulty and ensure the gameplay was balanced and engaging.
Overall, this project helped me understand how simple coding blocks can be combined to create an interactive learning game that supports both computational thinking and curriculum learning in a fun way.
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Sounds great! I like how you linked your game to the Mathematics curriculum and included a clear learning objective. The idea of using healthy fruit for points and rotten fruit as a challenge makes the game engaging while encouraging quick thinking. Your explanation of algorithm design and iteration also shows how computational thinking was applied throughout the development process. It sounds like a fun and educational game!
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Link https://makecode.com/_ehX1EaUwPXbj
Game Type: I created a Timed catch/collect game
Game Title: Princess catching flowers
Mathematics- Shape and space- spatial awareness
Learning Objective: develop an understanding of the x and y axis and use this knowledge to create a catch and collect game further improving their knowledge of spatial awareness to catch the flowers
Storyboard: The game is set in a magical kingdom with a castle and a princess. There are flowers falling from the sky and the player must catch the flowers within the 20 second time frame.
Computational thinking: debugging, initially I found it hard to identify when I had made mistakes and needed to refer back to instructions to identify where I had gone wrong. I liked that this program would highlight where the bug was. This made it easier to solve and I felt I was less likely to make this mistake again.
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I really liked the magical kingdom theme with the princess catching flowers. I think this makes the game fun and engaging for younger children while also supporting the Mathematics objective of developing spatial awareness, as players need to move left and right using the x-axis to catch the falling flowers. One suggestion I have is to add different coloured flowers that are worth different points, or perhaps a few obstacles to avoid, as this could make the game more challenging and keep players interested. Did you consider adding a sound effect when a flower is caught to give players more feedback?
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I really enjoyed reading about your game. The theme of a princess catching flowers is engaging and would be very motivating for younger pupils. I like how you linked the game to the Mathematics strand of Shape and Space by developing pupils’ understanding of the x and y axes through an interactive activity. Your reflection on debugging is particularly valuable, as it shows how problem-solving skills develop through practice and perseverance. As an extension, you could increase the difficulty by changing the speed or position of the falling flowers, allowing pupils to further develop their spatial awareness and computational thinking skills.
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Hi,
I really enjoyed reading about your game. I think the magical kingdom theme makes it very appealing, especially for younger pupils, and it is a creative way to make coding both fun and meaningful. I also like how you linked it to the Maths curriculum by focusing on spatial awareness and the x and y axes. Using a game to reinforce these concepts is a great way to make learning more interactive.
I also found your reflection on debugging very relatable. I had a similar experience while creating my own game, where testing the code regularly helped me identify mistakes and understand how different blocks affected the game. It definitely became easier to spot and fix errors as I went along.
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Hi Cassandra, I really liked your game. The Princess catching flowers theme is very engaging and appealing for pupils and I think they would really enjoy playing it. I also liked how you have it linked to Maths and understanding of the x and y axis. It’s a great way for pupils to develop these skills without even realising it, as they are naturally using positional language and coordinates while playing the game.
One suggestion I would make is to include a sound effect when the flowers are successfully caught. This would enhance the player experience ad provide immediate feedback, making the game even more engaging and rewarding for pupils.
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I really liked the timed element in your game. Giving the player only 20 seconds to catch the flowers adds a bit of pressure and makes the game more engaging. The link with spatial awareness is clear too, as pupils have to think about movement around the screen and how the x and y axes control the position of the character. I also found debugging one of the most useful parts of the MakeCode activities. One suggestion might be to add different types of flowers worth different points, or even an object that the princess has to avoid. This could add another level of problem-solving and give pupils more opportunities to experiment with the code.
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I really liked the princess theme to this game, and could see how younger students would love playing it. It definitely supports your goal of understanding the x and y axis more clearly, so it would be a great way for the older students to incorporate their learning and design games for the younger students maybe. The background colours and the colours of your character/flowers are quite similar, so it could be difficult for students to be able to discriminate between the different objects on the screen, I wonder is there a way to make the characters stand out more on the background you’ve chosen?
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I enjoyed trying out your game and thought the magical kingdom theme worked really well. The princess catching flowers is a simple idea, but it makes the game engaging and would definitely appeal to younger pupils. It is nice that the kids can personalise them.
I also created a timed catch/collect game. It is simple but the the coding involved was still a lot.`Pupils can develop computational thinking by designing, testing and debugging their games, while also applying mathematical concepts such as coordinates, scoring, timing and variables. It is a nice example of how coding naturally integrates with other curriculum areas rather than being taught in isolation.
One idea that came to mind was introducing flowers worth different numbers of points or perhaps adding an obstacle that players need to avoid. This could encourage pupils to think more strategically while also making the game a little more challenging. I also wondered if you considered adding sound effects when flowers are collected or when the game ends, as this could make the experience feel even more interactive.
Great job at making the game!
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Hi Cassandra,
I really enjoyed your catching flowers game. One feature I particularly liked was the idea of collecting flowers as part of the gameplay. This is a simple but effective game idea because it gives the player a clear goal and makes the game visually appealing and engaging.
The flower-catching feature supports the game objective by encouraging players to improve their movement skills, concentration, and problem-solving as they try to collect as many flowers as possible.
One suggestion for improvement would be to add different types of flowers with different point values or introduce obstacles that the player needs to avoid.
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This is a great game idea that links coding and mathematics really well. I like how you used the x and y axis to develop spatial awareness in a fun and engaging way. The debugging process you described is a valuable part of coding, as testing and fixing errors helps build confidence and problem-solving skills for the pupils involved. The game is also quite a simple concept to play so it might be good for the students/class to share with younger learners.
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Hi Cassandra,
I really enjoyed the catching flowers element. It definitely supports the game objective of creating a catch and collect game, and improves spatial awareness. One suggestion would be to add a sound when each flower is collected, to make it easier for the player to know how successful they are in the game.
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Hi Cassandra,
I really liked the idea of your princess catching flowers, especially the magical kingdom setting. I think it works really well with your maths objective because the player has to use their spatial awareness to position the princess and catch the flowers. It makes the x and y axis concept feel more practical and interactive rather than just learning about it on paper.
I also liked your point about debugging. I found this useful when creating my own game too, especially when trying to figure out why something wasn’t working properly. One suggestion I would have is to add some music or a sound that gets faster or more intense as the 20 seconds gets closer to ending. I think this could add a bit more pressure and excitement for the player and encourage them to catch as many flowers as possible.
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I really liked the idea of your princess catching flowers, especially the magical kingdom setting. I think it works really well with your maths objective because the player has to use their spatial awareness to position the princess and catch the flowers. It makes the x and y axis concept feel more practical and interactive rather than just learning about it on paper.
I also liked your point about debugging. I found this useful when creating my own game too, especially when trying to figure out why something wasn’t working properly. One suggestion I would have is to add some music or a sound that gets faster or more intense as the 20 seconds gets closer to ending. I think this could add a bit more pressure and excitement for the player and encourage them to catch as many flowers as possible.
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Hi Clodagh,
Please watch the MakeCode Arcade website tour video in the module or follow the steps below to share your MakeCode Arcade project link:
- Open your project in MakeCode Arcade.
- Select the Share icon in the top-right corner.
- Add a title for your project.
- You can also add a thumbnail image or animated GIF, but this is optional.
- Select Share Project.
- Copy the link that appears and paste it into your forum post.
Please note that this link is anonymous and is not connected to your MakeCode account. Make sure to copy or save the link, as it cannot be recovered if it is lost.
The link is also a snapshot of your project at the time you share it. If you make any changes afterwards, you will need to create and share a new link with the updated version.
Anonymous share links cannot normally be deleted or unpublished.
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I created a simple MakeCode Arcade game called “Fruit Catcher Challenge”.
Game link: I created a simple MakeCode Arcade game called “Fruit Catcher Challenge”.
Game link: https://arcade.makecode.com/17679-62250-81133-54552
Game type: Timed catch/collect
Game title: Fruit Catcher Challenge
Curriculum area and objective:
This game links mainly to Mathematics (Data and Number).
Learning objective: Pupils will be able to collect and record items within a timed activity and interpret their score to explore basic concepts of counting, comparison, and data handling.Simple storyboard:
The game is set in a bright outdoor garden environment where fruit falls from the top of the screen.
The player controls a basket character at the bottom of the screen, which moves left and right to catch falling fruit.
Game elements:
Positive items: apples, bananas, and oranges (each worth 1 point)
Negative item: rotten fruit (causes the player to lose points or time)
Timer: 30 secondsWinning the game:
The player must collect as many healthy fruits as possible before the timer runs out. The score is displayed at the end, and players can try to beat their previous score.Computational thinking:
One key computational thinking process I used was algorithm design. I had to break the game into clear steps: defining player movement, setting random fruit spawn positions, assigning point values, and controlling the timer. I then used sequencing to ensure the game logic ran correctly (spawn → move → collision → score update). I also used iteration when testing the game in the simulator, making adjustments to improve difficulty and ensure the gameplay was balanced and engaging.
Overall, this project helped me understand how simple coding blocks can be combined to create an interactive learning game that supports both computational thinking and curriculum learning in a fun way.
Game type: Timed catch/collect
Game title: Fruit Catcher Challenge
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Hi Clodagh, I like the way you had the negative element to it with the rotten fruit. It links well to the curriculum as they can count and compare how much fruit they catch. One feature that could make it even stronger it could be differentiated for younger children by keeping the fruit visible until it is collected or making the fruit larger so easier to collect. One way to make it more difficult for older children would be to add obstacles.
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<p class=”isSelectedEnd”>I really liked the idea of including rotten fruit as something the player needs to avoid. It adds an extra challenge to the game because players have to think carefully about what they catch rather than simply collecting everything. I also think this links well with the Maths objective, as pupils could compare their scores and consider how their decisions influenced their final result.</p>
<p class=”isSelectedEnd”>One suggestion would be to gradually increase the speed of the falling fruit as the game progresses. This would add difficulty and encourage pupils to keep playing and try to improve their previous score.</p>
<p class=”isSelectedEnd”>I think a game like this could also be useful for School Self-Evaluation (SSE), particularly when considering pupils’ learning experiences and the use of digital technology. Pupils could design their own games, test them with classmates and reflect on what worked well and what they could improve.</p>
I would have to ask whether you considered giving different fruits different point values. This could introduce an additional Maths element and encourage players to think strategically about which fruits they should try to catch. -
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I liked this game and the idea of using a basket to collect the fruit. The apples came down quite fast which made it a good challenge. Perhaps allowing the control to move up and down rather than left to right would make the game a bit more accessible for older and younger children. I can see the clear curriculum link to maths here and there is alot of scope for this depending on the class level.
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I really liked that you included rotten fruit as something the player has to avoid. It makes the game more fun because you have to pay attention instead of just catching everything. It also fits well with your Maths objective as pupils can compare their scores and think about how their choices affected the result.
One idea you could try is making the fruit fall a little faster as the game goes on. That would make it more challenging and encourage players to keep trying to beat their best score.
I think a game like this could also support School Self-Evaluation (SSE), especially when looking at learner experiences and using digital technology in the classroom. Pupils could create their own games, test each other’s ideas and talk about what worked well and what they would change.
One question I’d ask is whether you thought about giving different fruits different point values. That could add another Maths element and make players think a bit more about which fruit they should try to catch.
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<h3>MakeCode Arcade Game: Treasure Collector</h3>
<p class=”isSelectedEnd”>Game type: Timed catch/collect</p>
Link to game: https://arcade.makecode.com/#editor
<p class=”isSelectedEnd”>Curriculum area and learning objective:
Mathematics: By the end of the game, pupils will be able to recognise, count and add numbers to keep track of their score accurately.</p>
<p class=”isSelectedEnd”>Simple storyboard:
The game is set on a treasure island. The player controls a character who moves around the island collecting falling treasure. Different pieces of treasure appear on the screen, and the player must move quickly to collect as many as possible before the timer runs out. Each item collected earns the player points, while missing treasure does not add to the score. The aim is to collect as much treasure as possible within the time limit and achieve the highest score.</p>
<p class=”isSelectedEnd”>Other relevant game elements include a countdown timer, a scoring system, background scenery, the player character and collectible objects. The game could also become more challenging by increasing the speed or number of objects as the game progresses.</p>
<p class=”isSelectedEnd”>Computational thinking:
One computational-thinking process I used was decomposition. I broke the game into smaller parts, such as creating the player, adding the treasure, programming the movement, setting up the scoring system and adding the timer. By working on each part separately, it made the game easier to create, test and fix. I could then bring all of the elements together to create the finished game.</p>
I think MakeCode Arcade would be an engaging way to introduce pupils to coding because they can immediately see how their code affects the game. It also encourages problem-solving, creativity and perseverance as pupils test their games and make improvements. -
Hi Danielle,
Treasure Collector sounds like a lovely game and your explanation of decomposition is spot on. Breaking the game into the player, the treasure, the movement, the scoring and the timer, then building and testing each part before bringing everything together, is exactly how decomposition works. It is clear that you really understood the process.
One thing worth checking is the link in your post. At the moment, it opens a blank MakeCode Arcade editor instead of your game, so it looks like the share link did not quite come through. Could you post the working link when you get a chance?
The easiest way to share it is to watch the MakeCode Arcade website tour video in the module or follow these steps:
- Open your project in MakeCode Arcade.
- Select the Share icon in the top-right corner.
- Add a title for your project.
- Add a thumbnail or GIF if you want to, although this is not necessary.
- Select Share Project.
- Copy the link that appears and paste it into your post.
Just one thing to keep in mind. The share link is a snapshot of your project at the time you create it, so if you make changes afterwards you will need to generate a new link to share the updated version.
Looking forward to seeing Treasure Collector once the link is up.
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Feed the Shark Game
I created a timed catch-and-collect game called Feed the Shark using MakeCode Arcade.
Curriculum Area and Learning Objective:
Science (Living Things) – Pupils will learn that sharks live in aquatic environments and depend on other marine animals for food. The game introduces the idea of a simple marine food chain and shows how animals interact within their habitats. While playing, pupils also develop observation skills, hand–eye coordination and quick decision-making.Simple Storyboard:
Location: An underwater ocean scene.
Player: A shark controlled using the controller
Game Elements: Fish to catch, a countdown timer and a score counter.The player moves the shark around the underwater scene and tries to catch as many fish as possible before the timer runs out. Each fish caught increases the player’s score. The aim of the game is to feed the shark by catching the highest possible number of fish within the allocated time.
Computational Thinking:
I used debugging while developing my game. During the creation process, I had to test whether the fish appeared correctly and whether the shark could catch them. I also checked that the score increased after each collision and that the countdown timer worked as expected. When parts of the game did not function properly, I examined the blocks, identified the errors and changed the code before testing it again. This helped me understand the importance of testing and improving a program step by step. Debugging made the game run more smoothly and ensured that the fish spawned correctly, the collisions were detected and the scoring system worked consistently.Game Link : https://makecode.com/_EARD2WFADafh
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Hi Cathal,
Feed the Shark is a lovely game and I really like how you have built a clear Science idea into it. Framing the fish as food the shark depends on brings in the marine food chain and how animals interact within their habitat, so the children are learning about living things as they play.
Your debugging account was really clear too. Testing the spawning, collisions, scoring and timer one at a time is exactly the right way to work through the game.
One thing worth a look is the destroy block in your overlap code. At the moment, it is set to destroy the “projectile” variable which points to the newest fish that has spawned. That may not be the same fish the shark has just caught, so the scoring and disappearing fish can behave a little strangely.
The fix is a small one. Use the “otherSprite” from the overlap block instead, so after changing the score by 1, destroy “otherSprite”. That removes the exact fish the shark has caught.
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I really liked the addition of rotten fruit as a negative item. This makes the game more challenging because players must decide quickly which objects to catch and which to avoid.
This feature supports the Mathematics objective by encouraging pupils to count, compare scores and observe how collecting different items changes their total. It also improves the player experience by adding an extra element of risk and making each game less predictable.
One practical suggestion would be to ask pupils to record their scores from several rounds in a table. They could then create a bar chart, compare their results and calculate the difference between their highest and lowest scores. This would strengthen the game’s connection to data handling.
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https://makecode.com/_AoHgmYEDVi9m
Game Title: Bug Catcher Blitz
Game Type:Timed catch/collect
Curriculum Area and Objective
This game aligns with the primary DLF . The clear learning objective is for students to understand how conditional loops and event handlers work by programming sprite ( In this case Bugster)
Setting
The game takes place in a bright green grassy outdoor field.The player controls Bugster by utilizing the physical keyboard arrow keys or the virtual D pad. The main target element is a ‘Shark Bug’ categorised ad a food item. Each successful contact adds one point to the score counter.The player focus is on a strict 30 second countdown.
Game Set Up
I used algorithim design when setting up the core bug-catching collision mechanic. I mapped out a sequence of instructions using tutorials on the site.
I found the debugging tool helpful but difficult to use. I had to start over a few times.
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Fish and Bubbles Game
I created a Timed Catch/Collect game called Fish and Bubbles using MakeCode Arcade.
Game Link: https://makecode.com/_gc32sLXf25VM
Curriculum Area and Learning Objective:
Science (Living Things) – Students will identify that fish live in aquatic environments and collect objects needed to survive. By playing the game, students practise observation, hand-eye coordination, and quick decision-making while reinforcing the idea that animals interact with their environment.Simple Storyboard:
Location: An underwater ocean scene.
Player: A fish controlled by the arrow keys.
Game Elements: Floating bubbles to collect, a countdown timer, and a score counter. The player moves the fish around the screen to collect as many bubbles as possible before time runs out. Each bubble collected increases the score. The goal is to collect the highest number of bubbles before the timer reaches zero.Computational Thinking:
I used debugging while creating my game. At first, some bubbles did not appear correctly, and the scoring was not updating every time the fish collected one. I tested the game several times, identified where the code was causing the problem, and corrected it. This helped me understand how important testing and fixing errors is when developing a game. Debugging also improved the overall gameplay by making sure the bubbles spawned correctly, collisions worked as expected, and the timer and score functioned properly.-
I really like how you have linked your game with living things. As you have stated it links with children developing a further understanding of the aquatic environment. Like you I had some difficulties and found I used debugging a lot. You have explained this excellently and it is evident that you put great thought and consideration into your game. Your storyboard is clear and easy to understand. This game can easily be made more difficult if needed too by encouraging the children to make the game more difficult by changing some aspects of the block code.
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Hi,
I like the underwater ocean setting and the idea of collecting bubbles because it connects well with your Science objective about fish and their environment. The timer and score features make the game fun and help players practise quick thinking and coordination.
A suggestion would be to add obstacles or special bubbles for extra challenges. Could you add different types of bubbles that give different points?
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Hi Michaela,
Fish and Bubbles is such a lovely theme for a timed catch game and I really like how neatly it fits your Science objective.
I loved that you chose debugging as your computational thinking process because that is exactly where I want to point you next. I had a play of your game and there are still a couple of bugs to iron out which is honestly perfect for this task since it gives you a real bit of debugging to do. A couple of things I noticed that might help.
For your score, you have made your own variable however, there are ready-made score blocks in the Info category of the toolbox that will save you a step and update automatically when the fish collects a bubble. The other thing is the projectile block you have used is not quite the right one and that is one of the reasons the game is not behaving as you expect.
My best suggestion is to head back into the module and open the slide with the finished example code, then compare it to yours block by block. That side by side check is a really effective way to spot exactly where things differ and you will have a fully working game at the end of it.
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Hi Michaela, I really liked your idea of the bubbles and fish game.
It is one which is very appealing to both young and old. It was an excellent choice to integrate with Science when completing a unti of study on local natural environemnts and might be an ideal way to extend learnng or as an early finishers task.
Similarly I had a lot of issues with my own arcade game in particualr getting the second mouse to do what I wanted it to. It required a lot debugging, checking, rechecking and studying of the algorithim. I still don’t think I’m quite there and did find it frustarting but it was a great way of empathising with the struggles children in class may have.
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I really liked the underwater theme of your Fish and Bubbles game. I think collecting bubbles is a fun idea and it fits well with the Science objective because it encourages pupils to think about fish and their underwater environment while they play. The countdown timer also makes the game more exciting and keeps players focused on collecting as many bubbles as possible before time runs out.
One suggestion would be to add a few obstacles, such as seaweed or rocks, that the player has to avoid. This could make the game a little more challenging and help develop pupils’ problem-solving and decision-making skills. I was also wondering if you thought about adding different types of bubbles that are worth different numbers of points to make the game even more fun.
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I liked your underwater theme as I feel it is so important for children to learn more about our oceans and how to care for them.
I love how you recognised the hand eye coordination development with your game.
One tweak could be to add more special effects to the game when things overlap and the game ends.
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I created an invader style game called World Take Over https://MAKECODE.COM/_HzmEDwef6eWH
The learning objective is to engage pupils in digital narrative story telling planning their setting, character and problem. The link to technology is clear in that they are creating algorithms and programming game interactions.
Storyboard
• Location – World
• Player – Protector
• Enemy – Takeover
• Projectiles – Earth bombs
Aim – Protector has 5 lives, when they are gone game ends. Protector aims to fight off the Takeovers with earth bombs and each time collects 5 points when hits one.
Many elements of computational thinking are included here. One to focus on could be decomposition. When pressing Button A what will we code to happen? Thinking about the sequencing of this is in terms of sprites, effects, timing and location. There is lots to experiment with in this piece of coding alone and I would expect pupils to have great fun doing so.-
I like your idea of linking the game to story telling and the roles you gave the characters. It would be a great beginning to building a story world.
This supports your technology and computational thinking focus well because it gives pupils a clear framework for sequencing actions and understanding how different game elements interact.
It would be a great idea to add an element where the game increases in difficulty the longer they are playing. -
Love your idea of linking the game to story telling. This would really engage the children and interest them in improving their own narrative writing. It would also help teach them the basics of a good narrative story i.e setting, characters, problem and a solution. You could also add in players, music and change the background/setting to add more detail to their stories.
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I like your idea of using this game to teach storytelling and narrative writing. Perhaps given the aim of the game is to protect the earth from bombs, there could be room to link it with an SESE topic such as Space, or Climate and Environmental change. I enjoyed playing your game and like the feature of having numerous lives.
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Hi Deidre,
I really liked the narrative structure of your game, specifically your creative choice of roles like the Protector defending the world from Takeovers using Earth Bombs. This feature directly supports your learning objective of engaging pupils in digital storytelling.
I really enjoyed the background melody also. One question I have When button A is pressed to launch an Earth Bomb what kind of animation or visual effect do you plan to code to show the collision between the projectile and the Takeover enemy?
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Game Link: https://makecode.com/_D9PHXDDVxU8c
Game type: Timed catch/collect
Game title: Space Catcher
Curriculum area: Science – Forces/Space/ Earth
Objective: Children will explore movement by designing a game that simulates objects moving through space, linking this to real-life ideas such as gravity and movement of objects in space.
Simple storyboard:
Location: Space
Player: Spaceship
Relevant game elements for your chosen game: Falling asteroids moving down the screen To win, this player must catch as many asteroids as possible in 20 seconds. Players can compete against each other to catch the most asteroids.
Computational thinking:
I used debugging when designing the game. I had to adjust the speed and rate of asteroids falling through trial and error to make the game playable. If something wasn’t working as it should have been, I had to go back through the steps to make sure I had followed it correctly.-
Your Space Catcher game is a lovely example of how digital play can support early science learning. One feature I really liked was the falling asteroid mechanic — it clearly shows objects moving downward, which links beautifully to your objective of helping children explore ideas like gravity and movement in space. Because the asteroids fall at a steady rate, children can visually connect what they see in the game to how objects behave in real space environments.
You also explained your debugging process well. Adjusting the asteroid speed and spawn rate through trial and error shows strong computational thinking — especially your willingness to revisit steps and refine the design when something didn’t behave as expected.
A practical integration tip would be to pair the game with a short hands‑on activity, such as dropping different classroom objects and asking children to notice how they fall. This creates a direct bridge between the digital simulation and real‑world observation, strengthening their understanding of forces and movement.
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Your game has an appealing title and on opening the aesthetics are also attractive. The aim of the game is straight forward and the link to gravity and forces is logical. An interesting add on would be to have another object falling at a different speed/velocity to see what the pupils observe. When pupils are coding this could be an area for further development. I really enjoyed playing your game and definitely see the opportunity to link to a hands on project constructing a rocket or spaceship as part of entire thematic scheme of work on Space.
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Hi Rebecca,
Space Catcher is a great fit for a timed catch game and I really like how naturally it links to your Science objective.
I especially liked how you adjusted the speed and spawn rate by trial and error until the game played well. That is a lovely example of iteration, that cycle of making a change, testing it and refining until it feels right.
One small suggestion to strengthen the learning link. You could ask children to predict what will happen if they make the asteroids fall faster, then let them change the value and test whether their prediction was right.
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Hi Rebecca,
I really enjoyed playing your invader style game. I like that you included sounds which is a type of feedback when it comes to game design. I like how your game links to space the children i teach love space and could defiantly use this in my classroom.
One small suggestion would be to consider changing score to multiples of 5 for example to help with skip counting in maths.
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Hi Rebecca,
I really enjoyed playing your Space Catcher game. I liked that you linked it to a Space Theme, it added an additional appeal for the children. I also liked that your sprite could move left and right and up and down. The background suited your game and your sprite and projectiles linked in effectively. The use of sound was effective as you were sure then that you had caught the asteroid. The game was simple and effective and could be both used and designed by children in school. The debugging tool that notified you of an error was very useful as it located exactly where the problem was. I too had to debug in my game and I liked that you adjusted the timing of the asteroids falling to increase the difficulty of the game. I liked Ciara’s suggestion to change the scores to multiples of 5 to help with skip counting.
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1. Game Type: Catch Game
2. Game Title: “Teddy Catch”
3. Curriculum Area: Early Computational Thinking / Digital Literacy
Learning Objective: To help pupils develop Computational Thinking skills such as sequencing, pattern recognition, and cause‑and‑effect by designing and playing a simple interactive game.4. Simple Storyboard
Location: A bright, colourful playground.
Player: A friendly teddy bear sprite that moves left and right.
Game Elements: Falling hearts or stars (good items), Occasional falling boots or rocks (bad items), A short timer (10–20 seconds), Score counter, Gentle sound effects5. Goal / Win–Lose / Scoring: Goal (Catch as many hearts/stars as possible before the timer ends), Win Condition (Score 10 points or more), Lose Condition (Score below 10, or catch too many “bad” items), Scoring (+1 point for each heart/star) & (–1 point for each bad item)
6. Computational Thinking Links: Sequencing: Pupils see how events happen in order (item falls → player moves → score changes). Pattern Recognition: Pupils notice which items are “good” and which are “bad.” Cause and Effect: Catching an item immediately changes the score. Debugging: If something doesn’t work, pupils can adjust blocks and test again.
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Hi Rachel,
Teddy Catch is a gorgeous idea for young children. A friendly teddy on a bright playground catching hearts and stars is instantly appealing and I love that you built in good and bad items since that gives the children real pattern recognition to do as they play. Your curriculum links are lovely and clear too especially the way you have mapped sequencing and cause and effect onto what actually happens on screen.
I had a play of your game and it is not quite running yet which is honestly the perfect situation for the debugging process you listed. My best suggestion is to head back into the tutorial and rebuild it in stages. You could follow the steps one at a time and test as you go, open the finished code slide and compare it to yours block by block or watch the video tutorial for the catch style game and pause as you build. Any of those three will help you spot exactly where it is getting stuck and you will have a working game at the end.
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I really liked the idea of using good and bad items, as it gives children immediate feedback and makes the game engaging while reinforcing the concepts of cause and effect and pattern recognition. It fits really well with your learning objective and would be very motivating for younger pupils. One suggestion might be to let the children design their own sprites or choose the items to catch, as this would increase creativity and ownership. This type of activity could also support SSE by providing opportunities for pupil voice and developing digital learning across the school.
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Game type: Catch game
Game title: At the orchard https://makecode.com/_VWfK327XzXCo
Curriculum area and objective: Maths-counting, digital literacy
Simple storyboard:
Location-orchard(forest) Player( a small child that moves around the screen trying to catch all the falling apples from the apple trees) Must catch as many apples in 10 seconds.
Many elements of Computational thinking were used in creating this game, debugging was something I had to encounter a lot, it would be great if the system told you were the problem was but following the video helped create an effective game. I have done something similar in my class before and some children are very good at coding and were able to help identify problems for each other which was very helpful for me also. -
I created a simple MakeCode Arcade game called “Fruit Catcher Challenge”.
Game link: I created a simple MakeCode Arcade game called “Fruit Catcher Challenge”.
Game link: https://arcade.makecode.com/17679-62250-81133-54552
Game type: Timed catch/collect
Game title: Fruit Catcher Challenge
Curriculum area and objective:
This game links mainly to Mathematics (Data and Number).
Learning objective: Pupils will be able to collect and record items within a timed activity and interpret their score to explore basic concepts of counting, comparison, and data handling.
Simple storyboard:
The game is set in a bright outdoor garden environment where fruit falls from the top of the screen.
The player controls a basket character at the bottom of the screen, which moves left and right to catch falling fruit.
Game elements:
Positive items: apples, bananas, and oranges (each worth 1 point)
Negative item: rotten fruit (causes the player to lose points or time)
Timer: 30 seconds
Winning the game:
The player must collect as many healthy fruits as possible before the timer runs out. The score is displayed at the end, and players can try to beat their previous score.
Computational thinking:
One key computational thinking process I used was algorithm design. I had to break the game into clear steps: defining player movement, setting random fruit spawn positions, assigning point values, and controlling the timer. I then used sequencing to ensure the game logic ran correctly (spawn → move → collision → score update). I also used iteration when testing the game in the simulator, making adjustments to improve difficulty and ensure the gameplay was balanced and engaging.
Overall, this project helped me understand how simple coding blocks can be combined to create an interactive learning game that supports both computational thinking and curriculum learning in a fun way.Game type: Timed catch/collect
Game title: Fruit Catcher Challenge-
<span style=”font-weight: 400;”>Hi Clodagh, I liked the addition of the rotten fruit as well as the healthy fruit. It adds another layer to the game because children have to make decisions rather than just catch everything. I also thought the Maths link worked well, especially using the final score as a starting point for comparing results. I wonder if adding different difficulty levels might make it even more useful in the classroom, as it could be adapted for different age groups or abilities</span>
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I created a simple MakeCode Arcade game called ¨Star Stage¨.
Here is the game link: https://makecode.com/_ey5Wqvhms6M3
Game type: Timed catch/collect
Curriculum Area and Learning Objective
Curriculum Area: Mathematics (Counting)Learning Objective:
The player will improve their counting skills by collecting falling stars and increasing their score. They could also count their scores and collect data on their scores by keeping a tally. Then use their tally to create a bar chart.Simple Storyboard
Location:
A stage with a character standing at the bottom while stars fall from the top of the screen.Player:
The player controls the character by moving left and right to catch the falling stars.Relevant Game Elements:
- Player character
Falling stars
Score counter
Background stage
Game Over message
How to Play:
The player moves the character left and right to catch as many falling stars as possible. Each star caught adds 1 point to the score. The player should try to collect as many as possible before the game ends.
Winning:
The player wins by reaching the target score (for example, 20 points) before the game ends.Losing:
The player loses if they miss too many stars or if the time runs out before reaching the target score.Computational Thinking
Computational Thinking Process: DebuggingExplanation:
I used debugging while creating my game by testing it to make sure the stars fell correctly, the character moved properly, and the score increased each time a star was caught. When something didn’t work as expected, I fixed the code and tested it again until the game worked correctly.-
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Hi Michelle,
I liked the simplicity of your game for the junior class as it makes it realistic for them to complete both as a game but also in terms of starting their coding journey. The clear link to maths with the goal of collecting stars to improve counting skills is something we could do on the IWB as a class also. The inclusion of a target score also gives the players a clear goal during play.
- Player character
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The game I created is SHARK CATCHER
https://makecode.com/_C8oWPRV5p4pc
Game type: Catcher.
Game title: Shark Catcher
Curriculum area and objective: Maths and Data
Simple storyboard:
The player controls the shark to catch the fish.
Computational thinking: The player must control the shark to move around the game to catch the fish.-
Hi Aine,
I really liked your game it was very clear and simple. I do think sometimes the more basic a game is, the quicker it gets the coding across to the children; sometimes children focus on the imagery too much and get never get tothe actually coding. I think this is a very good example of a simple game to introduce coding and writing game code
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Initially I created a game called Monkey Chase. I had a wish list of features I wanted to include and I had to admit defeat after many tries. I learned quickly that simple was best to start with and then to build on that. I then created Dog and Bone Adventure.
This game links mainly to Maths, specifically Data and NumberLearning objective: Pupils will be able to collect and record items within a timed activity and interpret their score to explore basic concepts of counting, comparison, and data handling.
Here is a link to my game: https://makecode.com/_C5jHyh0W0bvh
This most certainly woke a part of my brain that I haven’t used in a while! I was glad the programme told me where I was going wrong in order to debug as I found it confusing at the start. I kept the objectives simple – a dog chasing bones which disappeared and a simple counter in the corner.
I put myself in the minds of the children I would be asking to follow the instructions. I would like to play around with this more myself and become more familiar with the types of games the programme can create. It can be quite addictive – which was entertaining for me but the children would need strict boundaries and clear objectives in order to use the programme during class time.-
Hi Linda,
I completely agree that keeping the game simple is the best approach when you’re starting out. I also really liked how the bones were hidden at first, as it made the game a little more challenging and encouraged the player to keep exploring. The way the dog moved around the screen worked really well too and made the game feel engaging without being overly complicated. I think your learning objective links nicely with Maths, and it’s easy to see how pupils could use the game to practise counting and recording scores while enjoying the activity.
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Hi Linda,
I really enjoyed reading this and your honesty is refreshing. Starting with Monkey Chase, hitting a wall with your wish list and then stripping back to something simpler with Dog and Bone Adventure is such a valuable lesson and it is exactly the one the children will need too. Start small, get it working, then build. You have basically lived the iteration process yourself.
I love that you put yourself in the minds of the children as you built it. Keeping the objective clear with a dog chasing bones and a simple counter is spot on for a first game and it shows you were thinking about how they would follow the instructions, not just about the code.
One suggestion to build on what you have. Since your learning objective is about a timed activity, adding a countdown timer would strengthen that link nicely and give the game a bit more challenge. The children then have to collect as many bones as they can before time runs out which naturally opens up comparing scores and simple data handling, right where you wanted the Maths to sit.
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I created a Timed Catch/Collect game called Apple Picker Forest.
MakeCode Share Link: https://arcade.makecode.com/S99545-14346-00604-19125
For this game, the player controls a basket that moves left and right across the bottom of the screen. Apples fall from the top, and each apple caught scores one point. The game lasts for 15 seconds, and the aim is to collect as many apples as possible before the timer runs out.
I chose to link this game with Science (Living Things) and SPHE (Healthy Eating). A learning objective for the lesson would be: Pupils will identify healthy foods while developing problem-solving skills and an understanding of simple coding concepts through play.
Location: An orchard where apples are falling from the trees.
Player: A basket controlled using the arrow keys.
Game Elements: Falling apples, a score counter and a 15-second countdown timer.
Goal: Catch as many apples as possible before the timer finishes. Each apple collected earns one point.While creating, I had to think about the order that each instruction should happen, such as creating the player first, making the apples appear and fall, and then increasing the score whenever an apple was collected. Although it was a simple game, it helped me understand how coding is built up from a sequence of instructions, and I actually really enjoyed making it once I saw everything come together. As a 2nd-Class teacher, I would use a game like this as a fun introduction to computational thinking, linking it to a topic the children are already learning about. I could also extend the activity by asking pupils to record their scores and compare the results in Maths, helping to integrate STEM learning across the curriculum.
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Hi Lorna,
Apple Picker Forest is a lovely, clear game and I really like how you have linked it to healthy eating and living things.
I really like how you described thinking through the order of instructions, creating the player, then the falling apples, then the scoring. That is algorithm design in action and it is lovely that building the game gave you such a concrete feel for how coding is put together step by step.
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One feature of your Apple Picker Forest game that really stood out to me is the falling apple mechanic. It creates a clear visual link to your Science and SPHE theme while giving pupils an immediate challenge. Because the apples drop at a steady pace and the basket moves only left and right, pupils can focus on the core learning objective: identifying healthy foods while practising simple problem solving and sequencing.
A practical suggestion that could enhance both the gameplay and the learning link would be to add a second falling item, such as an unhealthy food, that subtracts a point when caught. This would deepen the SPHE connection and introduce a decision‑making element.
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I created a Timed Catch/Collect game called Chicken Catch. In this game, the player controls a chick that moves left and right across the bottom of the screen. Chickens fall from the top of the screen, and the aim is to catch as many as possible before the timer runs out. Each chicken collected increases the player’s score, making it a fun and engaging game that also introduces the basics of coding and game design.
Curriculum Area: Science (Living Things) and Digital Technologies
Learning Objective: Pupils will develop their computational thinking skills by creating and modifying a simple game while identifying and discussing different farm animals and their characteristics.
Storyboard:
Location: A farmyard where chickens are falling from the sky.
Player: A chick controlled using the left and right arrow keys.
Game Elements: Falling chickens, a countdown timer and a score counter. The player must catch as many chickens as possible before the timer reaches zero. Each chicken caught earns one point, and the objective is to achieve the highest score possible.
While creating my game, I mainly used debugging as my computational thinking process. I tested the game after making each change to ensure the chick moved correctly, the chickens appeared at random positions, and the score increased whenever a chicken was caught. I also adjusted the speed of the falling chickens until the game felt challenging but still achievable for players. Testing and refining the game helped me understand the importance of making small changes and checking that each part of the code worked as intended.Link- https://makecode.com/_a4o9pkatE6bK
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https://makecode.com/_9s9Rzq0wEgfm
I made a simple game set in space, of a Dinosaur being chased by a snake on his quest to eat an ice cream, aimed at a 2nd class level.
I would link this Mathematics and focus on spatial awareness of directions and sizing. I noticed while designing my game my sprites were of un equal size, my hero Dino being significantly larger than the snake added an extra challenge that I feel is a good learning experience for the children to figure out that challenge.
Story Board: Space
Characters: A lonely Dinosaur wants an ice-cream
Emeny: His arch enemy the Snake wants to eat the Dinosaur
Objective: To get dino to eat the ice-cream before the Snake eats him.
I would further this challenge by combining the time game with a timed feature that the Dinosaur would collect ice-creams to complete a game within ten seconds.
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The game I created using MakeCode Arcade is called “Space Catch.” It is a simple timed catch-and-collect game set in space. The player controls an astronaut character using the arrow keys to move across the screen. Stars fall from the top of the screen every half second, and the player must collect as many as possible within 15 seconds. Each successful collection increases the score, and the game ends when the timer finishes.
MakeCode share link: https://makecode.com/_hmxTwqijr9ts
Curriculum Area: English – Procedural Writing
Learning Objective: To develop pupils’ ability to write clear, sequenced instructions explaining how to create a simple digital game using MakeCode Arcade.
Storyboard: The game is set in outer space with an astronaut as the main character. The goal is to collect falling space objects while avoiding missed opportunities. The player wins by achieving the highest possible score before time runs out.
Computational Thinking: I used debugging when testing my game to ensure that the sprites moved correctly, the timer function worked properly, and the collision events triggered the correct score updates.
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I created a Timed game called Burstin’ Ballonos-Two Player Party.
Game Link: https://arcade.makecode.com/S19078-66372-09971-97474
Curriculum Area and Learning Objective:
Maths- date & number. Counting the number of clicks. By clicking the letter the mouse will inflate the balloon as fast as possible within 20 seconds.
The pupils will be using their quick decision making and hand eye co-ordination when playing the game.
Simple Storyboard:
Location: An carnival booth
Player: A mouse controlled by pressing A or B
Game Elements: A mouse pressing a lever to inflate a balloon, a countdown timer, and a score counter. The player inflates the balloon and tries to get it to the top before time runs out.
Computational Thinking:
I used the computational strategy of debugging while creating my game. I used the instrauctions within make code arcade and found them relativelt easy to follow unti l I introduced a second mouse and tried to get it to work. I used decomposition to work through each part and try and find the solution. I also went back and compared the second mouse’s algorithm to the first to figure it out.-
Hi Catherine,
Burstin Balloons is such a fun choice and I have come across this one before so I know how nicely the two player mode works. There is something great about a game that gets two children competing side by side and the carnival setting really suits that playful energy.
One thought for the classroom. If your pupils do not have much coding experience yet, the three set styles are easier options to start with, a timed catch or collect, a chaser or an invader. Those give them a clear, contained structure to build up block by block.
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I love the sound of Burstin’ Balloons – Two Player Party!
One feature of your game idea that I really liked is the carnival booth setting with the mouse pressing a lever to inflate the balloon. This theme is incredibly visual and exciting, especially for primary school pupils. It perfectly supports your game objective and player experience because it turns the physical action of tapping a button on the keyboard into a fun, real-world visual representation (pumping the balloon) on the screen. It makes the counting and hand-eye coordination practice feel like a real arcade game!
Since you used decomposition to figure out the coding for the second mouse, I was wondering: did you decide to make it a competitive race between the two players, or a co-operative challenge where they work together to get the balloon to the top before the 20 seconds run out?
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code link: https://makecode.com/_hoW99AXPFA98
Game Type: Chaser
Game Title: Healthy Lunch Hunt
Curriculum Area: SPHE
Learning Objective: Pupils will identify healthy food choices and understand the importance of a balanced diet.
Storyboard
Location: outside
Player: A healthy food hunter
Game Elements: Apples and chicken drumsticks appear around the screen.
The player moves around the playground collecting healthy foods.
Each healthy food collected earns a point.
The aim is to collect as many healthy foods as possible before the timer runs out.
Computational thinking:
Debugging: Testing the game to ensure the food appears correctly and the score increases when items are collected.
How used: : I used debugging by testing my game regularly and fixing any problems I found. For example, I checked that the player could collect the items and that the score increased each time. Specifically I found that my score was not increasing nor my projectile disappearing when trying to collect. I hadn’t changed the variable in the final block of code from player to projectile. I also changed times of projectiles falling as with 2 different ones the timing seemed to high for the items to be falling so needed to increase this.-
Hi Felicity,
I really enjoyed playing Healthy Lunch Hunt. The SPHE link is lovely and clear and sending the player around the playground to collect healthy foods is a fun, active way into a balanced diet topic. I especially liked that you added the splash screen and the text at the start to explain the game.
Your debugging account was great too. Spotting that the score would not increase because the final block still said player rather than projectile is exactly the kind of close reading that debugging is all about and adjusting the fall timing so the items were catchable shows you were tuning the feel of the game as well as fixing what was broken.
I enjoyed it so much that I had a little play with it myself to take it a step or two further and I have popped my version below. I made the apple the food to collect and the chicken drumstick the enemy, so when the player overlaps an apple they score a point, but overlapping a drumstick costs them a life.
Game link: https://makecode.com/_4oYD8b666Ace
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Hi Felicity, I really liked your game. It perfectly supports your SPHE curriculum link and game objective because it visually shows kids that a balanced diet isn’t just about eating fruit.
Since your game objective is about identifying healthy choices, maybe you could add a distracting food item that drops down, like a donut or a fizzy drink sprite. You could program it so that if the player accidentally catches it, they lose a point or some time off the clock.
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Hi Felicity,
I really enjoyed your game. It was really helpful to have the explanation at the start of it and I liked the noises it made when you collected the healthy food. It ties in very well with healthy eating which is such an important topic. One way to make the game more challenging would be to add an unhealthy food to avoid. Thanks
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I made a game called ‘Recycling Rescue’ https://makecode.com/_R4qcY1aTvgRd
Game Type: Timed Catch/Collect
Game Title: Recycling Rescue
Curriculum Area and Learning Objective: Curriculum Area: SSE
Learning Stand: Environment and sustainable living
Learning Outcome: Geography: examine sustainable practices (social, environmental, economic) in the local community and actions people can take to promote sustainable living. AC, AL, W
Simple Storyboard
Location: A park where recyclable and non-recyclable items are falling from the sky.Player: A recycling bin controlled using the arrow keys.
Relevant Game Elements: Recyclable items (plastic bottles) to collect.
Rubbish items (pizza which should be put into the compost) to avoid. Use this as a discussion about what items should go into the recycling bin, which items can be composted and which items go into the general waste.Score counter and lives displayed on screen.
5. Goal
The player must collect as many plastic bottles as possible before the timer runs out while avoiding food waste. Each bottle collected increases the score. Touching food waste causes the player to lose a life. The player aims to get the highest score before the timer ends or game stops if all lives are lost.6. Computational Thinking
Algorithm DesignI used algorithm design to create the sequence of events that controls the game. First, the recycling bin is moved using the controller buttons. Plastic bottes are generated at random positions and fall down the screen. The game detects when the player collects a bottle or touches food waste, updating the score or lives accordingly. Breaking the game into these logical steps helped me develop and test each part before combining them into the finished game.
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Hi Lucy, I really like the idea of using a recycling theme for your game, especially how you’ve included both recyclable and non-recyclable items. I think this is a really strong feature because it directly supports your learning objective in Geography around sustainable living and helps pupils make real-world connections while playing. One suggestion I would make is to add sound effects when items are collected or missed, as I think this would enhance the player experience and give immediate feedback, especially for younger pupils.
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Game Type: Timed Catch-Collect
Game Title: Daisy Catcher
MakeCode Share Link: https://makecode.com/_KWeLAabT7PPv
Curriculum Area and Learning Objective: SESE – Science; Living Things
Learning Objective: To help pupils identify common wildflowers in their local environment and develop observation skills through a fun, interactive game.
Storyboard:
The game is set in a garden. The player controls a character called Sloane using the arrow keys. Daisies fall from the top of the screen, and the player must collect as many as possible before the 15-second timer runs out. Each daisy collected increases the player’s score and plays a short sound effect, providing instant feedback. The aim is to achieve the highest score possible before time runs out.Computational Thinking: Debugging
I tested it several times to make sure the daisies appeared correctly, the score increased when they were collected, the countdown timer worked as intended, and the sound effect played at the right time. Testing and making small adjustments helped improve the overall game and ensured it worked as expected.I think this would be a lovely introductory coding activity for younger classes. After playing the game, pupils could extend their learning by going on a nature walk to identify daisies and other common wildflowers in the school grounds, linking digital learning with real-life observation and exploration.
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Hi Michelle, I liked how the daisies appear at random positions across the screen. It makes the game less predictable and means the player has to keep moving and reacting rather than just waiting in one place. I think this works really well with the timed catch-and-collect style and keeps the player engaged for the full 15 seconds.
The Science link could be strengthened by adding a second type of wildflower with a different sprite. Pupils could then learn to recognise two or three common flowers and perhaps receive different points for collecting each one.
One practical extension might be to ask pupils to create the additional flower sprites from photographs or observations made on the nature walk. They could then test each other’s games and see whether the flowers are recognisable without being told what they are. That could give you useful assessment evidence for both their observation skills and their game design.
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I created a timed catch/collect game called Pollinator Patrol.
MakeCode Arcade link: https://makecode.com/_Hk0fgH9P9EfD
The main curriculum area I would link this game to is Science, particularly living things and the environment. My learning objective would be: Pupils will identify that pollinators depend on flowering plants for food and explain one way in which we can support pollinators in our local environment.
My game is set in a garden. The player controls a bee and must move around the screen collecting flowers before the timer runs out. Each flower collected adds to the player’s score. The aim is to collect as many flowers as possible within the set time. I would use the game as part of a wider STEM investigation into pollinators, rather than as a stand-alone coding activity. Pupils could research what pollinators need, design their own pollinator-friendly game environment and then test whether the game communicates its science message clearly to another group.
One computational-thinking process I used was debugging. While creating the game, I had to repeatedly test the code and check whether the sprites and scoring system behaved as I expected. When something did not work properly, I went back through the blocks, identified the problem and made changes before testing it again.
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Colm, I really liked your game and the idea of using a bee to collect flowers, as it makes the game fun while reinforcing the Science learning about pollinators. The sound effects allso added to the fun of playing it.
Linking it to a wider STEM investigation is a great way to deepen pupils’ understanding. One suggestion would be to maybe add obstacles, like raindrops or flowers, to make the game a little more challenging.
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Hi Colm,
As a bee-keeper I was drawn to your game!
I really liked the clarity of the clean background. What a fun way to round off lessons on pollinators and pollinator friendly plants.
At a push, I could suggest you add more flowers etc to your background but that would contradict why your clean background appeals so much me. Sometimes less is more. Well done.
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Such a lovely idea and an effective catch and collect game. I wonder if there is a way to code to vary the flower colours or add different flower sprites falling down. If it was possible it might be a way to explore how not all flowers provide food for the bees. Perhaps some flowers might earn a point while others might lose a point. I had several bugs in my code but I didn’t manage to identify and fix some of them. I was completing several blocks of code at a time and not testing after each one. It seems that you were doing it the right way and testing each step at a time to identify bugs and debug.
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Game Type: Chaser
Game Title: Cat & Mouse!
Game Link: https://makecode.com/_CxvPae9xt3Ht
Curriculum Area: STEM
Learning Objective: Children will use the design process to test their game, find where it is too hard or too easy, and change the code settings until it is fun and balanced to play.
Location: A white kitchen floor
Player: A cat sprite controlled by the directional pad.
Game Elements: A mouse sprite that constantly moves around the screen.
How to Play: The player must move the cat around the screen with only 10 seconds to catch the mouse to score points. If the cat doesn’t catch the mouse within the time limit, it’s game over.
While making this, I had to use debugging. At first, my mouse sprite was moving and the cat stayed in the one place. When I had that bug fixed, I realised the timeframe to catch the mouse was not enough. To fix this, I had to look closely at my code blocks and adjust accordingly.
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Hi Kate,
Cat and Mouse is a great little chaser game idea and I really like how you framed your learning objective around testing and balancing the game. That focus on finding where it is too hard or too easy and adjusting until it plays well is a lovely, honest description of the design process.
Your debugging account was great too. Spotting that the cat was frozen while the mouse moved, fixing it, then noticing the ten seconds was too tight shows you were working through one problem at a time which is just how it should be done.
Two small tweaks that might help. First, it is worth adding a block to keep your player on screen, otherwise the cat can wander outside the screen boundaries. Second, you could set a fixed starting position for the mouse. At the moment both sprites spawn on the same spot by default which is why you score a point the instant the game starts. Giving the mouse its own starting position fixes that.
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Hi Kate,
I really enjoyed reading about your Cat and Mouse game. I liked how simple the idea is as it makes the game easy to follow for the pupils and also easy for them to understand while still being engaging. Having the player control the cat to chase the mouse creates a fun challenge and encourages quick decision making and hand eye coordination. I also thought it was great that you included your debugging process as it shows how testing and improving a game is an important part of coding and computational thinking.
One suggestion which could improve the player experience would be to add different difficulty levels like the mouse gets faster or less time. This would keep pupils challenged and encourage them to keep improving their score.
Overall I think you’ve created a really enjoyable game with a clear objective and I could definitely see pupils enjoying this digital version of a well known game and they would also be improving their coding and problem solving skills.
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For this activity, I created a Timed Catch/Collect game called “Eco Collector Challenge.”
MakeCode Arcade Game Link:
https://arcade.makecode.com/_Drf5-6QstyB4Curriculum Area and Learning Objective:
Science (Environmental Awareness) / Geography
Learning Objective: Students will identify recyclable materials and distinguish them from non-recyclable waste while developing quick decision-making and observation skills.Simple Storyboard:
Location: A local park where litter has been scattered.
Player: A recycling hero controlled using the arrow keys.
Relevant Game Elements: Recyclable items (plastic bottles, paper, cans) fall from the top of the screen alongside non-recyclable waste. The player has 60 seconds to collect as many recyclable items as possible while avoiding rubbish that cannot be recycled.
Winning/Scoring: Each recyclable item collected earns one point. Collecting the wrong item reduces the score or removes a life. The aim is to achieve the highest possible score before the timer ends.Computational Thinking:
One computational-thinking process I used was debugging. While developing the game, I tested it several times to ensure the correct items increased the score and incorrect items reduced lives. I also adjusted the falling speed of the objects to make the game challenging but achievable. Testing and refining the game helped improve both gameplay and the learning experience.This activity showed me how game-based learning can make curriculum content more engaging while reinforcing key concepts. MakeCode Arcade is an excellent tool for integrating coding, creativity and problem-solving into the classroom. I can see opportunities to adapt this game for different curriculum areas, such as Maths, Gaeilge or History, by changing the game objects and learning content while keeping the same game mechanics.
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I really liked the idea of using different types of waste, such as plastic bottles and food waste, as part of the gameplay. This feature supports your curriculum objective by encouraging pupils to think about correct waste disposal while making learning engaging and interactive. It also creates opportunities for discussion about recycling, composting and sustainability beyond the game itself. One suggestion would be to add a third item, such as general waste, to increase the challenge and reinforce sorting skills. As part of School Self-Evaluation (SSE), games like this could provide evidence of pupil engagement and understanding through observations, scores and reflective classroom discussions.
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Hi Helen,
Please watch the MakeCode Arcade website tour video in the module or follow the steps below to share your MakeCode Arcade project link:
- Open your project in MakeCode Arcade.
- Select the Share icon in the top-right corner.
- Add a title for your project.
- You can also add a thumbnail image or animated GIF, but this is optional.
- Select Share Project.
- Copy the link that appears and paste it into your forum post.
Please note that this link is anonymous and is not connected to your MakeCode account. Make sure to copy or save the link, as it cannot be recovered if it is lost.
The link is also a snapshot of your project at the time you share it. If you make any changes afterwards, you will need to create and share a new link with the updated version.
Anonymous share links cannot normally be deleted or unpublished.
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I created a MakeCode Arcade game based on the **Timed catch/collect** game style.
Game type:Timed catch/collect
Game title:Healthy Food Catch**MakeCode Arcade game link: https://makecode.com/_LwL4tVi3LEe5
**Curriculum area and objective:**
The curriculum area for this game is **Health and Physical Education**. The learning objective is: *Students will identify healthy food choices and understand the importance of including nutritious foods as part of a balanced diet.***Simple storyboard:**
The game is set in a healthy food market where the player controls a character trying to collect falling healthy foods. The player is a child carrying a basket, and the game elements include falling apples, carrots, bananas, and other nutritious foods. The player must move left and right to catch as many healthy foods as possible before the timer runs out. Each healthy food item collected increases the score. The player wins by reaching a high score before time finishes. To avoid losing points, the player should avoid collecting unhealthy foods if they appear in the game.**Computational thinking:**
The computational-thinking process I used was **iteration**. While creating the game, I tested different movement speeds, timer lengths, and scoring rules. I made changes after finding problems and improved the game step by step until it worked correctly and was more enjoyable to play.-
Hi Ciara,
Healthy Food Catch is a lovely idea and the market setting with a basket catching apples, carrots and bananas fits your healthy eating objective really well. I also liked that you chose iteration as your computational thinking process. Testing different speeds, timer lengths and scoring rules and improving it step by step is exactly what iteration is about.
I had a look at your code and it is a great start, but it is not quite finished yet, so the game will not play through as you are hoping.
My best suggestion is to watch the timed chase/collect game tutorial video again and build alongside it, pausing as you go. That will walk you through getting the food spawning and falling and the overlap and scoring working and you will have a fully playable game at the end.
Looking forward to a go at Healthy Food Catch once it is up and running. 😊
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Game Type: Timed catch/collect
Link: https://makecode.com/_LXT6w830dHrh
Game Title: Marie`s Game (Quackers)
Curriculum Areas and Learning Objective: Maths counting, Art creating a character and background
Storyboard: Location: Pond
Player: Duck
Game Elements: Title flashing at start, duck swimming in
pond, bread falling into the pond from random spots,
countdown timer, sound effects, bread disappearing and hearts
shooting in their placeAim of the Game: Bread is falling into the pond and the duck has to move back and forth eating as many pieces as possible within a fifteen second time limit. When a piece of bread is eaten it disappears and a happy noise is made as well as hearts shooting out in place of the bread.
Computational Thinking: Debugging; There are a lot of changes to be made involving different sprites used in order for the game to work properly. I had a few red flags appear to tell me I had made errors and had to fix a few instructions. Errors can also be made changing where the bread is falling from and how fast it falls.
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I love the pond and duck theme, Marie — the hearts shooting out and happy sound when the duck eats bread adds lovely instant positive feedback, which really supports engagement, especially for younger learners.
The one point per bread scoring works well with your fifteen-second limit — simple and easy for pupils to grasp, while still creating a nice sense of urgency in a short session.
One suggestion: could you add an “avoidable” element, like a piece of mouldy bread or a rock falling alongside the good bread, that costs a point or ends the round early if caught? It would add a layer of decision-making for the player and build nicely on the sprite work you’ve already done. Thanks!
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Game type: Catch and Collect
Game title: Chase the Pizza
Curriculum area and objective: Maths – to engage pupils in computational thinking and problem-solving in a playful and enjoyable way.
Simple storyboard: The game is set in a blank abyss of nothingness. The player controls a plucky smiley character called pixElizabeth. The aim is very simple: use the controls to move pixElizabeth around the screen and chase down the pizza. Catch the pizza and you will ride eternal through the gates of Valhalla!
Computational thinking: Debugging was an important part of creating my game. I had made a small error with the sequence of the blocks by putting the countdown below the change score block. As a result, the game was not playing out as I had expected. I used the mini game controller to test the game several times and played around with the sequence of the blocks. Eventually, I identified the problem and moved the blocks into the correct order. This was a simple example of testing, identifying a problem and making changes until the game worked as intended.
https://arcade.makecode.com/S31629-77553-04762-52575?utm_source=chatgpt.com
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Hi Grace,
Chase the Pizza tutorial on the MakeCode Arcade website is a fun one and I liked the personality you gave it. Pixelizabeth and the Valhalla line made me smile and that playful framing is a nice way to keep the children engaged.
Your debugging account was clear too. Spotting that the countdown was sitting below the change score block and reordering it until the game ran as expected is a good, honest example of testing, finding the problem and fixing it.
One thought for your next one. It would be worth building a game from scratch in one of the three set styles we worked through in this module, a timed catch or collect, a chaser or an invader.
Looking forward to seeing what you come up with. 🙂
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Game type: Chaser
Game title: Luke in Outer Space
Curriculum area and objective: SESE (Science) – Space. Learning objective: Pupils will explore basic concepts of space environments and hazards through gameplay, understanding the idea of navigating and avoiding danger in an unfamiliar setting.The setting is outer space, where the player controls an astronaut character (Luke) moving through the space background. An alien enemy sprite continuously chases the player across the screen, while a meteor projectile bounces around that the player must dodge. The player must use the directional controls to outmanoeuvre the alien and avoid the projectile, surviving for as long as possible. A score counter increases by 1 every second the player survives, and reaching a score of 50 means the player has won the game. Contact with either the alien or a projectile ends the game before this target is reached.
I used iteration while building this game. Getting the alien’s chasing speed, the projectile’s firing rate, and the win threshold to feel challenging but fair took several rounds of testing and adjusting — too fast and it felt impossible, too slow and there was no real challenge. Each small tweak and retest helped me refine the game logic until the chase, dodging and scoring felt balanced and achievable for the player.
https://makecode.com/_3163PyhpvCYK
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Hi Luke,
Luke in Outer Space is a great variation on the chaser style. Having both an alien that chases and a meteor bouncing around gives the player two dangers to track at once which makes it more challenging and more fun than a straight chase and it fits your space hazards objective really nicely.
I like that you used bounce on wall for the projectile. That keeps the meteor bouncing unpredictably around the screen which adds real tension and makes the dodging feel different every time.
Your iteration account was spot on too. Tuning the alien’s speed, the firing rate and the win threshold until it felt challenging but fair is exactly what iteration is and it shows you were really thinking about the player’s experience.
One small suggestion. You have stay in screen switched on for the projectile which is great, but it would be worth adding the same block for Luke so the player stays in the screen boundaries.
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Chase the pizza:https://makecode.com/_J1wLF0gArbe5
I would use this game as part of Physical Education (PE). The learning objective is for pupils to develop their reaction time, hand-eye coordination and decision-making by avoiding a moving object.
The game takes place in a simple open area. The player controls a character using the arrow keys to move around the screen. A pizza chases the player, and the aim is to avoid being caught for as long as possible. The longer the player avoids the pizza, the better they do. If the pizza catches the player, the game ends.
One computational thinking skill I used was debugging. I tested the game several times to make sure the character moved properly and that the pizza followed the player correctly. When something did not work as expected, I made small changes to the code and tested it again until everything worked. This helped me understand that coding involves testing, fixing mistakes and improving the program step by step.
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Hi Megan,
Chase the Pizza tutorial on the MakeCode Arcade website is a fun one and I like how clearly you have tied it to PE. Framing it around reaction time, hand-eye coordination and decision-making is a nice way to give the game a real learning purpose.
Your debugging account was good too, testing, making small changes and testing again until the character and the pizza behaved. That step by step fixing is exactly the habit you want the children to pick up.
One thought for your next one. It would be worth building a game from scratch in one of the three set styles we worked through in this module, a timed catch or collect, a chaser or an invader.
Looking forward to seeing what you come up with. 🙂
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I created a simple MakeCode Arcade game called ‘Eat the Pizza’
https://makecode.com/_VxtFwWhMLYiV
Game type: Timed catch/collect
Game title: Eat the PizzaCurriculum area and objective:
This game links with maths and SPHE. The learning objective is for pupils to develop hand eye coordination, problem solving, computational thinking while collecting the pizza and interpreting their final score. It also encourages pupils to think strategically as they decide how to move efficiently to collect as many pizzas as possible before time runs out.Simple storyboard:
The game takes place on a simple background so it is easy to see the pizza. The player needs to control the smiley face to move to where the pizza has moved to. It will move around the screen until the time runs out. The player gets 1 point for each pizza they catch. Players are encouraged to try again to keeep improving their score.Computational thinking:
One computational thinking skill I used while creating this game was algorithm design. I had to plan the sequence of actions. including how the player moves, how the pizza needs to move location, how the score increases when a pizza is collected and how the timer ends the game. I also used debugging throughout the process by testing the game in the simulator making adjustments to the speed of the pizza moving and the players movements also so that the game worked.Overall the activity helped me understand how simple coding blocks can be combined to create an engaging educational game. I think this type of activity would be an excellent way to introduce pupils to coding while also encouraging creativity, perseverence and computational thinking in a fun way.
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Hi Chelsey,
Eat the Pizza tutorial on the MakeCode Arcade website is a fun one and I like how you tied it to both Maths and SPHE. Framing it around hand-eye coordination, problem-solving and interpreting the final score gives the game a clear learning purpose.
I liked that you talked through the algorithm design too. Planning the sequence of how the player moves, how the pizza changes location, how the score increases and how the timer ends the game is a good, clear way to describe how the pieces fit together.
One thought for your next one. It would be worth building a game from scratch in one of the three set styles we worked through in this module, a timed catch or collect, a chaser or an invader.
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I really like the sprites you used as they are nice and colourful and child friendly. The games ties in well with your learning objective of developing hand eye cordination. Perhaps a way of developing the game would be to have a sprite they are trying to avoid as it would also help increase their hand eye coordination and problem solving skills.
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https://makecode.com/_W3yeh6TY43PX
Game type: Timed Chaser
Game title: Catch the healthy food
Curriculum area and objective: SPHE (healthy eating) The children will identify healthy food and develop computational thinking skills and coding skills through a game.
Simple storyboard:
Location – green background – thought the colour associated well with healthy food.
Player: a little human controlled by arrows
Game elements: There are 3 healthy foods (apple, strawberries and cherries) that the human has to chase around and catch. When they catch the healthy food they gain one point. There are 2 unhealthy (doughnut and ice cream) if they catch them their score reduces by one. When the foods are caught they move to another location on the screen. The aim is to gain as many points as possible in 30 seconds. They must try to avoid the unhealthy foods.Computational thinking: I used debugging as when I started to add more foods they were not moving to a different location on the screen and were covering the human sprite so the score was increasing very fast without having to move the sprite.
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Sarah, I really liked your idea of having both healthy and unhealthy foods in your game. Having to chase the healthy foods while avoiding the unhealthy ones makes the game more interesting and links really well with your SPHE healthy eating objective. I also think the 30-second timer adds a fun challenge and keeps the player engaged.
One suggestion might be to add a short message when a food is caught, such as “Great choice!” for healthy foods. This could reinforce the healthy eating message while the children are playing.
Would you consider letting the children add their own healthy and unhealthy foods to the game? This could be a nice way to check their understanding of healthy food choices while also giving them a chance to practise and develop their coding skills.
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I created a Timed Catch/Collect game called Word Catch/Star Catcher.
Here’s the link to my game: https://makecode.com/_gDPY2uChy0qy
The player controls a dog and moves around the screen collecting falling stars to build up their score before time runs out.
My original plan was actually to have the dog collecting words rather than stars so it could be used as a literacy activity. I couldn’t quite get that working in MakeCode this time, so I decided to keep the mechanics simple and focus on getting a working game finished. If I revisit it, I’d like to replace the stars with high-frequency words or vocabulary linked to a class topic. I could see something like that working well with the small groups I support, as it would give children another way to practise reading while still feeling like they’re playing a game.
Curriculum area: English (Literacy)
Learning objective: Pupils will reinforce recognition of high-frequency words through an interactive game.
Simple storyboard
Location: A colourful sky scene with stars falling from above.
Player: A dog controlled using the arrow keys.
Game elements: Falling stars that the player must collect before they disappear.
How to play: Move the dog to catch as many stars as possible before the timer runs out. Each star collected increases the score.
Computational thinking
The main computational thinking skill I used was iteration. I spent a lot of time making small changes, testing them and then adjusting the game when something didn’t work as expected. There was definitely a bit of trial and error involved! Although the final version is quite simple, I learned a lot about how the different blocks interact. I also realised that having an idea for a classroom activity is one thing, but translating that into code is another skill altogether. My first version isn’t exactly what I had imagined, but it’s a good starting point and something I could build on as I become more confident with MakeCode.-
I really enjoyed reading about your Word Catch/Star Catcher game. I like that you have already thought about how it could be adapted into a literacy activity by replacing the stars with high-frequency words. I think this would provide a fun and engaging way for pupils to reinforce word recognition while developing their digital skills.
One suggestion to strengthen the curriculum link would be to include different levels of vocabulary so the game could be differentiated for a range of abilities. As an extension, pupils could create their own word lists linked to a class topic and test each other’s games. Have you considered adding a bonus item or extra points for collecting specific target words to increase the challenge?
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Hi Susan,
I had a proper look at your code and wanted to come back with two small suggestions.
At the moment your stars spawn from the same position each time, so the dog can just sit in one spot and rack up points. If you set the star to spawn at a random x position along the top, the player has to actually chase it around which makes the game much more challenging and a lot more fun.
The other one is adding a countdown timer, so it becomes how many stars can you catch in twenty seconds. That gives the game a clear end point and a score to beat and it turns your catching into something children will want to try again and again.
Both are small changes but they will make a real difference to your game. 😊
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Game Type: Catch and Collect
Game Title: Lakeside Clean-Uphttps://arcade.makecode.com/S46839-66658-21013-08044
Curriculum Area: Science – Environmental Awareness and Care
Learning Objective: Pupils will understand the importance of keeping lakes and waterways free from litter to help protect wildlife and the environment.
Simple Storyboard
Location: A lakeside.
Player: A park warden.
Game Elements: Plastic bottles appear randomly around the lake. The player moves the park warden using the arrow buttons to collect as many bottles as possible before the 20-second timer runs out. Each bottle collected earns one point. The aim is to collect the highest score before time is up.
Computational Thinking
I used algorithm design when planning the game. I thought about the order the game should follow: the bottles appear, the player moves the ranger to collect them, the score increases with each bottle collected, and the game ends after 20 seconds. Thinking through these steps made the game simple to design and build.-
Hi Anne Marie, I really enjoyed playing ‘Lakeside Clean-Up’. I particularly liked the 20-second timer. It’s a great touch because it adds a sense of urgency that really mirrors the real-life challenge of keeping our waterways clean. It’s an effective way to help players understand that environmental protection is an active, ongoing effort and also to achieve the desired learning objective.
Have you considered adding a penalty should the warden accidentally touch some wildlife instead of the litter? It could add an extra layer to the game.
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Game Title: Save the Pollinators!
Link: https://makecode.com/_DgibWzLHjAax
Game Type: Chaser.
Curriculum Area and Objective:
Curriculum Area: STEM Education (Science)
Learning Objective: Pupils will demonstrate an understanding of the importance of local pollinators by collecting suitable food sources (flowers) and protecting the bee from a predator (bat) in the game environment.Simple Storyboard:
Location: A sunny wildflower meadow.
Player: A busy bee.
Predator: A hungry bat.
Game Elements: The bee moves around the screen to collect pollen (flowers) while avoiding predators (bat). When it overlaps with a flower it scores points.
Goal: The player must navigate the bee to collect pollen before being caught. If the bee is caught by the bat, then the game is over. Once the bee reaches 100 points then the bee has won.Computational Thinking:
I used pattern recognition and algorithmic design to create this game.
I recognised the repeating pattern of sprite interactions where the bee must interact with flowers (to gain points) differently than it interacts with the bat (to trigger a game-over state).
I then developed an algorithm to track the score, ensuring that the game logic checks for the win condition of 100 points while simultaneously running the ‘chaser’ logic that monitors the distance between the predator and the player.-
Hi Niamh,
I had a proper look at your code and wanted to come back with one tweak that would a difference.
At the moment the flower only moves every 5 seconds on the game update, so once the bee lands on it the score keeps climbing while they sit there together. That is why the points shoot up so quickly.
The fix is when the bee overlaps the flower, change the score by 1 and then set the flower to a new random position straight away. That way the bee actually has to fly off and chase the next one which makes the game far more challenging and a lot more fun to play.
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This was hard! I enjoyed your game a lot.
<span style=”font-weight: 400;”>I like how the game connects to your learning objective of local pollinators. </span>
<span style=”font-weight: 400;”>My practical improvement would be to suggest adding code to keep score of how many flowers your pollinator collects in a certain time. </span>
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I created a timed catch/collect-style game called Coin Flip using MakeCode Arcade.
MakeCode Share Link: https://makecode.microbit.org/S68203-12852-71290-41525
The game is based on a simple coin toss where the player flips a coin to randomly display either heads or tails. It introduces pupils to the concept of chance and probability in a fun and engaging way while demonstrating how random events can be programmed using MakeCode Arcade. The game uses randomisation to ensure that each coin flip produces an unpredictable result, similar to flipping a real coin. This provides an excellent opportunity to discuss fairness, probability and data handling with pupils.
Curriculum Area: Mathematics – Data and Chance
Learning Objective: Pupils will investigate chance by predicting, recording and comparing the outcomes of repeated coin flips, using the results to discuss probability and fairness.
Storyboard
• Location: A simple game screen displaying a coin.
• Player: The player presses a button to flip the coin.
• Game Elements: A coin sprite, a random outcome (heads or tails) and a score or result display.
• Objective: The player flips the coin repeatedly and records the outcomes. The aim is to investigate whether the results become closer to 50% Heads and 50% Tails over many flips while exploring the concept of randomness.
The computational thinking skill I used most was algorithm design. I created a sequence of instructions that responds to the player’s input, generates a random outcome and displays the correct result. I also used debugging throughout the design process to ensure the coin displayed the correct image each time and that the random function behaved as expected.
As our school is a DEIS Band 1 primary school, activities such as this support our DEIS Action Plan, which incorporates the principles of School Self-Evaluation. Using MakeCode Arcade encourages pupil engagement, develops computational thinking and digital literacy, and promotes problem-solving through practical, hands-on learning. Teacher observations, pupil voice and samples of pupils’ games could be used as evidence to evaluate the impact of these activities and inform future digital learning priorities.-
Hi Paddy,
Apologies, you have shared a link to MakeCode micro:bit code.
Could you please share the link to your MakeCode Arcade game.
There were 3 game styles demoed in module 3: Timed catch/collect, chaser or invader.
Please watch the MakeCode Arcade website tour video in the module or follow the steps below to share your MakeCode Arcade project link:
- Open your project in MakeCode Arcade.
- Select the Share icon in the top-right corner.
- Add a title for your project.
- You can also add a thumbnail image or animated GIF, but this is optional.
- Select Share Project.
- Copy the link that appears and paste it into your forum post.
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https://makecode.com/_gEY7m1Rds0ju
- Game Title
Pac Pizza
- Curriculum Area and Learning Objective
- Curriculum Area: STEM Education (Mathematics)
- Learning Objective:
Children will be enabled to count, compare, and record values up to 10 and beyond by tracking their live score on the game screen.
- Simple Storyboard
- Location (Setting): A bright, colourful screen background.
- Player (Sprite): A custom happy face sprite controlled by the user using the arrow keys.
- Relevant Game Elements: A delicious pizza sprite that pops up randomly on the screen.
- How to Play, Score, and Win:
The player must use the controller to guide the happy face toward the pizza. Every time the happy face touches the pizza, the player scores a point, a 10-second countdown timer resets, and the pizza instantly jumps to a new random spot on the screen. The goal is to chase the pizza down as many times as possible to get the highest score before the timer runs out.
- Computational Thinking
- Computational Thinking Process Used: Algorithm Design
- How I used it:
I used algorithm design to write a clear, step-by-step instruction set for the computer to handle the interactions. Specifically, I created an overlap algorithm (conditional logic): IF the happy face sprite overlaps with the pizza sprite, THEN change the score by +1, restart the countdown timer, and place the pizza sprite at a random and screen coordinate. Designing this sequence of instructions allows the game to react instantly every single time the happy face catches the pizza.
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Hi Ciara,
Chase the Pizza tutorial on the MakeCode Arcade website is a fun one and I like the Pac Pizza twist on the name. Tying it to counting, comparing and recording values up to 10 and beyond gives the game a clear Maths purpose.
Your algorithm design account was clear too. Setting out the sequence of what happens when the player catches the pizza, score up, timer reset, pizza moves to a random spot, is a good way to describe how the pieces work together. One small thing worth knowing. The overlap block you used is an event, not a conditional. It fires automatically whenever the two sprites touch. Conditional logic in MakeCode is the if and then block from the Logic category, where the code checks a condition and only runs if it is true. The two feel similar but they work differently and it is a useful distinction for the children to grasp.
Two small things I noticed in your code as well. Your countdown is set to 3 seconds rather than the 10 you described and because the countdown block only sits inside the overlap event, the timer does not start until the player catches the first pizza. Adding a start countdown block to the on start section would fix that.
One thought for your next one. It would be worth building a game from scratch in one of the three set styles we worked through in this module, a timed catch or collect, a chaser or an invader.
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My game is a Chaser game called Healthy Food Choices
Curriculum Area: Wellbeing (SPHE)
Learning objective:
The pupil will identify helathy food choices and explain how helathy food choice contibute to good health.
Simple storyboard:
Location- No fixed locationPlayer- Princess (they know good healthy food choices!)
To win- The player must collect the good food choices to gain points. If they gain 10 points before the timer shows 0, they win!
To avoid losing the player must dodge the bad food choices. They lose lives each time they touch a bad food choice and after the loss of three lives the game is over.
Computational Thinking:
Decomposition- I broke the game down into smaller parts to build the game step by step- the player, the food choices etc.
Debugging- I had to keep testing and changing and fixing bugs as I went through the game design.
Algorithm design- I had to write the code instructions step by step and make sure the parts of code were in a logical order.
Iteration- I added some game design ideas at the end to make the game more enjoyable.
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https://makecode.com/_CyPLPo6WybRJ
Game type = Timed catch/collect
Game title = Lady Bugz
Curriculum area and objective: Choose at least one curriculum area and write one clear learning objective for the game.
Curriculum Area: Digital Technologies / Computer Science (Game Design & Logic)
Learning Objective: Students will be able to design and code a conditional logic system in MakeCode Arcade to detect collisions between a player sprite (“Lady”) and target sprites (“Ladybugs”), automatically updating the game score and playing an audio cue upon detection.Simple storyboard:
In the forest, Lady Bugz must catch as many ladybugs as she can in 30 seconds. Move the sprite left and right to collect bugs. Each ladybug is one point.Computational Thinking Process: Decomposition
Process Used: Decomposition
To build “Lady Bugz,” the ultimate goal of “making a game” was too broad to code all at once. The project was broken down into three distinct, independent micro-tasks: setting up the player controls, spawning the ladybug items on a timer, and creating the collision logic for points. Solving each small part one by one made the entire program simple to construct. -
My MakeCode Arcade game can be found at this link: https://makecode.com/_2734mkWPaTRh
It is a timed catch/collect game called ‘Happy Bird. It is linked with SPHE, with the learning objective being to discuss nutritional awareness and for students to be able to make informed, balanced food choices. In this game the player is required to catch as many falling strawberries in a 15 second period as possible.
My intention going forward as I develop my skills would be to develop this game so that it has different kinds of foods falling – some healthy and some unhealthy foods; the player must try to catch the healthy foods and avoid the unhealthy ones.
The computational skill I focused on was iteration, as it was very much a process of trial and error. Although the finished game is basic, I gained a better understanding of how the different MakeCode blocks work together and involved making lots of small adjustments, testing each change and refining it when things didn’t work as planned.
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One feature I liked in the Happy Bird game was the way the player controls the bird and tries to guide it safely through the game.
This supports the player experience because it requires concentration, good timing and quick reactions. It also makes the game challenging and encourages the player to keep practising to improve their score.
One practical suggestion would be to add different difficulty levels. For example, the obstacles could move faster or become closer together as the player’s score increases. This would make the game more challenging and keep the player interested for longer.
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I really enjoyed reading about your game. I like the idea of using air bubbles as the main collectable because it makes the game engaging while also reinforcing the learning about how fish depend on suitable habitats and oxygen to survive. Linking the gameplay to the local river is a great way to connect Geography with something familiar to the children, making the learning more meaningful.
One suggestion you could consider is adding different types of obstacles, such as pollution or litter, that reduce the fish’s air or score when touched. This could further reinforce the importance of water quality and environmental protection while making the game a little more challenging.
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I really like the idea behind Happy Bird and how you linked it to SPHE and nutritional awareness. Catching strawberries is a fun and engaging way to encourage pupils to think about healthy food choices. Your plan to develop the game further by including both healthy and unhealthy foods is a great idea because it would make the game more challenging while supporting your learning objective. It would also encourage pupils to think carefully about the choices they make during the game.
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Game Type
Timed catch-and-collect game.Game Title
Bubble Breath
https://makecode.com/_Xmc0h4CKE8fKCurriculum Area and Learning Objective
Curriculum area: Geography – the local natural environment
Learning objective:
The children will identify a river as a local natural habitat and understand that fish and other living things depend on suitable environmental conditions to survive.
The game can support learning about the local river, river habitats, water quality and the plants and animals found in the area.Simple Storyboard
Location
The game takes place underwater in a river. This can be linked to the river in our local town and used as part of a study of the local area.
Player
The player controls a fish swimming through the river.
Relevant Game ElementsThe game includes:
• A fish controlled by the player
• Air bubbles for the fish to collect
• A countdown timer
• A score counterWhat Happens in the Game
At the beginning of the game, the fish is underwater and needs to collect bubbles to get enough air.
The player uses the controls to move the fish around the river. The fish must swim into the bubbles to collect them. Each bubble gives the fish air and increases the player’s score.
The player must collect as many bubbles as possible before the timer runs out. The player may also need to avoid obstacles or dangerous creatures in the river.
How the Player Wins or Scores Points
The player earns points every time the fish touches and collects a bubble.
The player wins by collecting the required number of bubbles before the timer reaches zero.
The player loses if the timer runs out before the fish has collected enough air (5).Link to the Local Area
The game can introduce a lesson about the river in our town. The children could investigate:
• Where the river begins and where it flows
• Animals and plants that live in or near the river
• Why clean water is important for fish
• How pollution can affect river habitats
• How people can protect the local river
The game could also begin a local-area project in which the children look at photographs, maps or observations of the river near the school.Computational Thinking
Computational-thinking process: Decomposition
I used decomposition when creating the game by breaking it into smaller parts.
First, I created the fish and programmed its movement. Next, I added the bubbles and programmed what happened when the fish touched one. I then added the score and countdown timer. Finally, I added the winning and losing conditions.
Breaking the game into smaller tasks made it easier to create, test and improve each part.-
Hi Gillian,
I love this idea! Bubble Breath is such a lovely concept and linking it to your local river takes it well beyond a simple catch game. Framing the bubbles as the air the fish needs to survive also brings in an important science message about living things depending on their environment.
Your explanation of decomposition was really clear too. Building the game in stages, starting with the fish, then adding the bubbles and deciding what happens when they touch, is exactly how decomposition works and shows that you really understood the process.
I also love how much local learning you have connected to the game. Using it as a starting point to explore where the river flows, what lives in it and why clean water matters gives the coding a real purpose and makes it meaningful for the children.
One idea you could build on would be to add a hazard/challenge that costs the player a life, such as a piece of litter. This could strengthen the water quality message as the children would experience the impact of pollution through the game.
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<p class=”PDq2pG_selectionAnchorContainer” data-start=”0″ data-end=”367″>I really like the idea of using a local river as the setting for the game. The bubble-collecting feature is particularly effective because it gives the player a clear purpose while linking directly to the idea of what fish need to survive. It also provides a good opportunity to discuss the importance of clean water and the impact of pollution on local habitats.</p>
<p data-start=”369″ data-end=”834″ data-is-last-node=”” data-is-only-node=””>As an extension, could you add different obstacles representing pollution, such as rubbish or dirty water, which the fish would have to avoid? This could strengthen the Geography link and encourage the children to think about how human activity affects the local environment. Pupils could use their local river research to identify an environmental issue and then design a game to raise awareness of it.</p>
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For this assignment, I created a Timed Catch/Collect game called Math Quest using MakeCode Arcade.
The curriculum area is Mathematics, and the learning objective is for students to improve their mental addition skills by collecting the correct answers while avoiding incorrect ones.
Storyboard:
The player controls a character that moves left and right across the bottom of the screen. Different numbered objects fall from the top. At the start of each round, a simple addition question appears (for example, 7 + 5). The player must catch the number that matches the correct answer while avoiding the incorrect numbers. Each correct answer earns one point, while catching a wrong answer or missing the correct one loses a life. The aim is to score as many points as possible before the timer runs out.One computational thinking process I used was debugging. While creating the game, I tested it several times to make sure the correct answers were recognised, the score updated properly, and the timer and lives worked as expected. By fixing errors and improving the gameplay after each test, I made the game more reliable and enjoyable.
MakeCode Arcade Game Link:
For this assignment, I created a Timed Catch/Collect game called Math Quest using MakeCode Arcade.The curriculum area is Mathematics, and the learning objective is for students to improve their mental addition skills by collecting the correct answers while avoiding incorrect ones.
Storyboard:
The player controls a character that moves left and right across the bottom of the screen. Different numbered objects fall from the top. At the start of each round, a simple addition question appears (for example, 7 + 5). The player must catch the number that matches the correct answer while avoiding the incorrect numbers. Each correct answer earns one point, while catching a wrong answer or missing the correct one loses a life. The aim is to score as many points as possible before the timer runs out.One computational thinking process I used was debugging. While creating the game, I tested it several times to make sure the correct answers were recognised, the score updated properly, and the timer and lives worked as expected. By fixing errors and improving the gameplay after each test, I made the game more reliable and enjoyable.
MakeCode Arcade Game Link:
https://makecode.com/_Cr-
Hi Jane,
Please watch the MakeCode Arcade website tour video in the module or follow the steps below to share your MakeCode Arcade project link:
- Open your project in MakeCode Arcade.
- Select the Share icon in the top-right corner.
- Add a title for your project.
- You can also add a thumbnail image or animated GIF, but this is optional.
- Select Share Project.
- Copy the link that appears and paste it into your forum post.
Please note that this link is anonymous and is not connected to your MakeCode account. Make sure to copy or save the link, as it cannot be recovered if it is lost.
The link is also a snapshot of your project at the time you share it. If you make any changes afterwards, you will need to create and share a new link with the updated version.
Anonymous share links cannot normally be deleted or unpublished.
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https://makecode.com/_fD1PA8dE601a
Game Type: Timed catch/collect (very simple version following instructions within the module)
Game Title: Under the Sea
Story board: Set under the sea, help Bob the fish pop as many bubbles as he can before the time runs out
Game elements: bubbles appear and drop randomly from the top of the screen, player must “pop” the bubbles by overlapping with the projectile to score points
Goal: to get the most points within the given time
Curriculum area and objective: Science – investigate if bubbles rise or fall?, technology – design a game that involves movement, engineering – design a game for younger children to enjoyArea of Computational Thinking Within the Game
– algorithm design is a big part of this game, and identifying the steps that needs to broken down to allow the game to operate properly
– Debugging will also feature within this, especially in relation to the positioning of the bubbles as they “fall”
– iteration maybe: could you change the flow of the bubbles so they match how bubbles rise/fall in “real life”.-
I really like your idea of linking the game to Science by investigating whether bubbles rise or fall. This is a great way to turn a simple catch-and-collect game into an integrated STEM activity. Your objective of designing a game for younger children is also very well thought out because the simple gameplay and underwater theme would be engaging and accessible for younger pupils.
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Game type: Timed catch-and-collect
Game title: Space Collector
MakeCode Arcade game link: https://arcade.makecode.com/_YvA6eV4bbWJ6
For this activity, I created a timed catch-and-collect game called Space Collector. MakeCode Arcade enables pupils to create interactive games using sprites, events and simple game mechanics while developing computational-thinking skills.
Curriculum area and objective:
Curriculum area: Science and Mathematics
Learning objective: Pupils will explore the solar system and use problem-solving skills to collect information about space objects through game design.
Simple storyboard:
Location: Outer space.
Player: An astronaut.
Game elements: Stars and planets fall from the top of the screen while the astronaut moves from side to side to collect them. The player earns one point for each object collected before the timer runs out.
The aim of the game is to collect as many space objects as possible within 30 seconds. If the player misses too many objects, their score will be lower.
Computational thinking:
While creating this game, I used algorithm design. I had to plan the sequence of instructions carefully so that the astronaut moved correctly and the objects appeared at random locations on the screen. Computational thinking involves planning, testing and improving solutions, not simply creating a finished game.
Activities such as this could support School Self-Evaluation by helping teachers to develop pupils’ digital literacy, creativity and problem-solving skills across different curriculum areas.
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Hi Michelle,
Please watch the MakeCode Arcade website tour video in the module or follow the steps below to share your MakeCode Arcade project link:
- Open your project in MakeCode Arcade.
- Select the Share icon in the top-right corner.
- Add a title for your project.
- You can also add a thumbnail image or animated GIF, but this is optional.
- Select Share Project.
- Copy the link that appears and paste it into your forum post.
Please note that this link is anonymous and is not connected to your MakeCode account. Make sure to copy or save the link, as it cannot be recovered if it is lost.
The link is also a snapshot of your project at the time you share it. If you make any changes afterwards, you will need to create and share a new link with the updated version.
Anonymous share links cannot normally be deleted or unpublished.
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Game type: Timed catch-and-collect
Game title: Farmyard Friends
MakeCode Arcade game link: https://arcade.makecode.com/_Wag9y0dEJ5L8
For this activity, I created a timed catch-and-collect game called Farmyard Friends. MakeCode Arcade allows children to create games using sprites, events and simple game mechanics while developing their computational thinking skills.
Curriculum area: SESE and Mathematics
Learning objective: Pupils will identify animals that live on a farm and develop counting skills by collecting items in a digital game.
Simple storyboard:
Location: A farm.
Player: A farmer.
Game elements: Apples fall from the trees at random points on the screen. The player moves the farmer from side to side to catch as many apples as possible before the timer runs out.
The aim of the game is to collect ten apples before the end of the game. Players earn one point for each apple they catch.
Computational thinking:
While creating my game, I used decomposition. I had to break the game into smaller steps, such as creating the player, adding the apples and setting the timer. I also used debugging to make sure that the apples appeared in the correct places on the screen. Computational thinking involves planning, testing and improving ideas.
For Junior Infants to 2nd Class, activities such as this could support School Self-Evaluation by developing pupils digital literacy, creativity and problem-solving skills in a fun and engaging way. Pupils could also work in pairs to test each other’s games and suggest improvements-
Hi Michaela,
Please watch the MakeCode Arcade website tour video in the module or follow the steps below to share your MakeCode Arcade project link:
- Open your project in MakeCode Arcade.
- Select the Share icon in the top-right corner.
- Add a title for your project.
- You can also add a thumbnail image or animated GIF, but this is optional.
- Select Share Project.
- Copy the link that appears and paste it into your forum post.
Please note that this link is anonymous and is not connected to your MakeCode account. Make sure to copy or save the link, as it cannot be recovered if it is lost.
The link is also a snapshot of your project at the time you share it. If you make any changes afterwards, you will need to create and share a new link with the updated version.
Anonymous share links cannot normally be deleted or unpublished.
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Hi Michaela,
I really liked the Farmyard Friends theme. Using a farmer to catch falling apples is a simple and engaging idea that is very suitable for younger children. It clearly supports your SESE learning objective by reinforcing farm-related vocabulary, while also developing counting skills through the scoring system. The timed element adds excitement and encourages children to stay focused throughout the game.
One suggestion would be to gradually increase the speed of the falling apples as the game progresses. This could provide an extra challenge for pupils who master the game quickly and help maintain engagement. Have you considered adding different types of farm produce or animals that award bonus points or extra time to extend the learning opportunities?
Activities like this could also support School Self-Evaluation by encouraging pupils to design, test and improve their own games while developing computational thinking, creativity and digital literacy skills.
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I created a Timed Catch/Collect style game called Zazzlers Memory Sequencing.
MakeCode Arcade Link:
https://makecode.com/_FHDc6d6DdM80Curriculum Area: Mathematics (Early Mathematical Activities) and SPHE
Learning Objective:
The children will develop their visual memory, sequencing and observation skills by recalling and reproducing increasingly complex patterns.Simple Storyboard:
Location: A simple game screen with colourful sprites.
Player: The player watches a sequence of images or colours appear on the screen and must remember the order.
Game Elements: The sequence becomes progressively longer and more challenging. The player scores points by successfully remembering each sequence. The aim is to achieve the highest score before making too many mistakes.Computational Thinking:
The computational thinking skill I used most was algorithm design. I had to think carefully about the order in which each part of the game would happen. First, the sequence had to be displayed, then the player needed an opportunity to respond, before the program checked whether the answer was correct and either awarded a point or ended the game. Breaking the game into these logical steps helped me build the program successfully.I think this activity could work well with a Senior Infants class. It could support sequencing, memory and early mathematical thinking while also developing children’s concentration and problem-solving skills in a fun and engaging way.
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Hi Christine,
Zazzlers Memory Sequencing is a lovely example to have found and I really like the curriculum thinking behind your post. Linking visual memory, sequencing and observation to early mathematical learning is a great fit for Senior Infants. Gradually increasing the length of the sequence is also a lovely way to build in challenge at an appropriate pace.
One thing I wanted to check with you is the game link. This particular link opens a ready-made example game in MakeCode Arcade. It is a memory game rather than a timed catch or collect, chaser or invader game, so it looks like it may be a game you explored rather than one you created yourself.
For this assignment, you are being asked to build a game from scratch using one of the three set styles: a timed catch or collect game, a chaser game or an invader game.
Would you be able to share a link to a catch or collect game that you coded yourself? Even a very simple version is absolutely fine. The important part is building the game yourself, as this will give you a much clearer understanding of how the different blocks work together.
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For this activity, I created a timed catch game called “Bey vs Tay.” I really enjoyed this task as it gave me the opportunity to be creative and make the game personal. Although I didn’t have access to a device while completing the activity, it was still great to design and test the game on the laptop.
The game could be integrated across a number of curriculum areas. It links particularly well with STEM and Digital Learning, with the learning objective of enabling pupils to design, create, test and debug a simple game while developing computational thinking and problem-solving skills. It also provides meaningful links with Mathematics, as pupils apply logic, use coordinates to position sprites, work with variables such as score and time, and test their games by recording and comparing results.
I actually remembered bringing my own class to Microsoft DreamSpace for a coding workshop where they created arcade games like this. The pupils absolutely loved it, but at the time I had very little understanding of how the games were made. It was really satisfying to complete this activity myself and gain a better understanding of the coding behind it.
Throughout the task I used several computational thinking skills, particularly decomposition and debugging. I broke the game into smaller parts, such as creating the player, adding the timer and setting the scoring system. I also had to debug my code several times to fix issues and make sure everything worked as intended.
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<span style=”font-weight: 400;”>I liked how you made the game personal by creating </span>“Bey vs Tay.”<span style=”font-weight: 400;”> Using a familiar and fun theme makes the game more engaging for pupils and encourages them to stay motivated while developing their coding skills. It also supports the Mathematics learning objective as pupils use coordinates, variables such as score and time, and logical thinking while creating and testing the game. This helps make mathematical concepts more meaningful through a hands-on coding activity.</span>
<span style=”font-weight: 400;”>One suggestion to strengthen the Mathematics link would be to include different objects worth different point values, for example +1, +2 and +5 points. Pupils could then predict the highest possible score, compare results with classmates, or calculate the total points earned, reinforcing number skills alongside coding.</span>
<span style=”font-weight: 400;”>I was wondering if you could also ask pupils to record their scores over several games and create a simple bar chart or table to compare results. This would provide a valuable link to data handling and interpreting information in Mathematics.</span>
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For this activity, I created a Timed Catch/Collect game called Princess Donut.
MakeCode Arcade Game: https://makecode.com/_0vz2hFVfViFw
Curriculum Area: Mathematics – Number
Learning Objective: Pupils will develop counting skills by collecting items to increase their score while practising hand-eye coordination and problem-solving through gameplay.
Simple Storyboard
Location: A colourful play area where donuts appear in different locations around the screen.
Player: A character controlled using the arrow keys on the keyboard.
Game Elements: Donuts, music, scores.
How to Play: The player moves around the screen collecting as many donuts as possible. Each time the player catches a donut, it disappears and reappears in a new random location, increasing the score by one point. The aim is to collect as many donuts as possible.Computational Thinking
One computational-thinking process I used while creating this game was debugging. I had to test the game several times to make sure the player could collect the donuts correctly and that the score increased each time a donut was collected. I also checked that the donuts reappeared in random positions after being collected and that the timer ended the game correctly. By testing and making small improvements, I was able to fix errors and make the game more enjoyable to play.
I think this game could be adapted for a range of curriculum areas. For example, in Literacy pupils could collect letters to spell words, or in Science they could collect healthy foods while avoiding unhealthy ones. Creating the game helped me develop a better understanding of sequencing, events, variables, and debugging, while showing how coding can be integrated into engaging classroom activities.
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Hi Nicola,
Princess Donut is a fun idea and I like how simply it links to counting and number. Your adaptations are lovely too, such as collecting letters to spell words in Literacy or healthy foods in Science. That shows you are already thinking about how one game structure can support lots of different learning.
I had a look at your code and there are a few small things stopping the game from playing as you have described. There is no countdown timer yet, so the game does not actually end. The donut also moves to the same fixed position each time rather than a random one which means the player is not really chasing it around the screen. There is also a change score by 1 block in the on start section, so the score begins at 1 instead of 0.
At the moment, the game plays more like a chaser than a timed catch and collect game.
My best suggestion would be to watch the timed catch/collect or chaser video tutorial from the module again and build alongside it, pausing as you go. This will walk you through setting the countdown timer, moving the food to a random position and getting the scoring set up correctly. You will then have a game that matches the lovely plan you have written.
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I created an advanced invader game while watching the tutorial.
Link: https://makecode.com/_Dky8R1UJXUCP
Game type: Invader
Game title: Monkey Invasion
Curriculum area and objective: Mathematics: Collect, record, and interpret game score data over multiple plays, comparing results and discussing patterns to develop understanding of number, addition, and data handling.Simple storyboard:
Location: Forest
• Player: Princess Tina
• Game Description
In this MakeCode Arcade game, Princess Tina has become lost in the forest and is being attacked by monkeys. The only way she can defend herself is by throwing large sticks at the monkeys. Each time a stick hits a monkey, the monkey is defeated and the player earns 5 points.
Princess Tina begins the game with 5 lives. Every time a monkey reaches and attacks her, she loses one life. If she loses all five lives, the game ends.
Students will use the game’s scoring system to practise repeated addition, as the score increases by 5 points for every monkey defeated. After each student has played the game, their highest score will be recorded. The highest scores of a sample of five students will then be collected, compared, and displayed in a bar graph. Students will interpret the graph by identifying the highest and lowest scores, comparing differences between scores, and discussing the results, linking the activity to the Data and Chance strand of the Irish Primary Mathematics Curriculum.Computational Thinking Process: Debugging
I used debugging throughout the game development process by testing the game and fixing errors. For example, I checked that the score increased by 5 when a monkey was hit, that Princess Tina lost a life when attacked, and that the game ended after all 5 lives were lost.-
Hi Fiona,
This is incredible!!!
I love how carefully you have thought through the Maths. Scoring in fives means the children are practising repeated addition without even realising it which is really clever. Taking the highest scores from five pupils, graphing them and comparing the highest and lowest also turns the game into a proper Data and Chance lesson. The data comes from something they actually care about which makes interpreting it far more meaningful than working with numbers from a worksheet.
Your explanation of the debugging process was really clear too. Checking that the score increased in fives, that Tina lost a life after each attack and that the game ended when her lives reached zero shows that you were testing each rule in turn.
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- I liked that the scoring was in 5s.
- This helps to connect the curriculum link to the game with the added benefit of the children being able to use their multiplication skills.
- I might add a timer to the game just so it doesn’t go on for too long. When comparing the scores you might ask the question ‘how many monkeys did you defeat?’ so then they have to divide their score by 5 which will give an extra mathematical element to the activity.
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https://makecode.com/_8c7Ti28uHLyk
For this activity, I created a simple Timed Catch and Collect game called Catch the Apples. The player moves a basket left and right to catch falling apples before the timer runs out. Each apple collected earns a point.
I would use this game in Maths to help pupils develop counting and number skills by keeping track of their score. It could also link to healthy eating by discussing different fruits.
The game is set in an orchard where the player catches as many apples as possible before time runs out.
One computational thinking skill I used was debugging. I tested the game several times, adjusting the apple speed and basket movement until it worked smoothly and was enjoyable to play.
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Hi Sinéad,
Apologies, you seem to have shared a link to a game with no code.
Please watch the MakeCode Arcade website tour video in the module or follow the steps below to share your MakeCode Arcade project link:
- Open your project in MakeCode Arcade.
- Select the Share icon in the top-right corner.
- Add a title for your project.
- You can also add a thumbnail image or animated GIF, but this is optional.
- Select Share Project.
- Copy the link that appears and paste it into your forum post.
Please note that this link is anonymous and is not connected to your MakeCode account. Make sure to copy or save the link, as it cannot be recovered if it is lost.
The link is also a snapshot of your project at the time you share it. If you make any changes afterwards, you will need to create and share a new link with the updated version.
Anonymous share links cannot normally be deleted or unpublished.
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Hi Sinead,
Thanks for posting the working link again. I am glad you got it sorted.
Catch the Apples is a lovely clear catch/collect game. A basket moving left and right to catch falling apples is instantly understandable for children and it links nicely to your counting and number objective. The healthy eating discussion is a natural extra too.
Your debugging account was clear.
One small idea to build on your Maths link would be to ask pupils to compare their scores across a few games and see whether they improve with practice. This would extend the activity into a little data handling too.
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Apologies, I have no idea why my computer is not allowing me to post properly, hopefully it works now.
Game TypeChaser / Catch-and-Collect Game
Game Link: https://makecode.com/_F5bHzff6137V
Game Title
Catch the Bubble
Curriculum Area and Learning Objective
Curriculum Area: Mathematics and Digital Technologies
Learning Objective:
Pupils will use coding and problem-solving skills to create a simple game where they collect items to score points while avoiding an enemy.Simple Storyboard
Location:
The game takes place underwater.Player:
The player controls a fish.Game Elements:
Fish – controlled by the player.
Seaweed – collect it to score points.
Shark – chases the fish.
Score – goes up each time the fish catches the seaweed.How to Play:
Move the fish around the screen and collect as much seaweed as you can. Each piece of seaweed gives you a point. At the same time, you have to stay away from the shark. If the shark catches the fish, the game is over.Computational Thinking
Debugging
I used debugging while making this game. I tested it as I went along to make sure the fish moved properly, the shark followed the fish, and the score increased when the seaweed was collected. If something didn’t work, I changed the code and tested it again until everything worked the way I wanted.
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Hi Adrian,
No bother at all about the posting. I am glad it came through in the end.
Catch the Bubble is a lovely chaser game and the underwater setting suits it really well.
Your description of the debugging process shows the right approach, testing the fish movement, the shark following and the scoring one at a time. It is worth taking another look at the scoring though. At the moment, the overlap block is set to game over WIN, so the game ends as soon as the player catches the seaweed and no points are added.
To get the scoring you have planned, you could replace that with a change score by 1 block, then move the fish food to a new random position straight away so the player has to chase the next one. You could then add a countdown timer to decide when the game ends.
Once the scoring is in place, it would be worth sharpening the curriculum link too. Your objective at the moment focuses mostly on the coding, so it would be good to name the Maths learning more clearly. For example, pupils could record their scores across a few games and compare them.
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https://makecode.com/_goXUaCXuuPKP
• Game type: Timed catch/collect type game but with an ‘avoid’ element instead.
• Game title: Drive Safe
• Curriculum area and objective: Maths: Children will correctly apply their 2 times multiplication or division skills when given a number. They will calculate the number of cars they hit by using their multiplication/division skills to decide how many ‘2’s they were deducted from the total they started with.
• Simple storyboard:
The player is driving the red car on a road, blue cars are coming from the opposite direction. The player must avoid the oncoming traffic or will loose 2 points for every car they hit. They start with a score of ‘50’. At the end of the game they will have a score lower than 50. From this they must figure out how many cars they hit.
• Computational thinking: Algorithm design. I needed to play around with the speed at which the projectiles were being released in order to ensure the player would not gain a perfect score. This way the player would definitely have a reduced score to practise their computation skills with for the maths objective.-
Hi Orla,
This is really clever. Flipping the catch/collect game into an avoid game is a lovely twist, but building the Maths directly into the scoring is the part I love most. Starting at 50 and losing 2 points for every car hit means the children can work backwards from their final score to calculate how many cars they collided with. The multiplication and division practice comes directly from playing the game which is lovely.
Your explanation of the algorithm design fits really well too. Adjusting how quickly the cars appear so that achieving a perfect score is difficult ensures that the children have something to calculate at the end. You have clearly been thinking about the learning and the code at the same time.
I would really encourage others to play Drive Safe and have a look at your code. You have taken the ideas demonstrated in the module tutorials and made your own small changes to create a game with a different challenge and a clear Maths link. That is exactly the kind of adapting and experimenting we like to see. 😊
One small thought. Since the calculation is central to the activity, you could ask children to estimate how many cars they think they hit before working it out from their score, then check whether their prediction was correct.
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I created a chaser game.
The game is called Space Challenge.
Curriculum Area: Mathematics and Digital Technologies
Learning Objective:
Pupils will use coding and problem-solving skills to create a game where they collect the star to win, or lose by getting caught by the enemy.https://makecode.com/_cpAEfyYf7760
Location: Outer Space
Player: The player controls ‘Buzz’ using buttons.
I included an outer space background, a star field effect, a player, an enemy and a collectable.
The player guides Buzz in outer space using the arrow buttons to avoid Spark the enemy, and catch a collectable which is a star.
One computational thinking skill I applied while developing this game was debugging. Throughout the design process, I repeatedly tested the game to ensure the player could successfully collect the star and then win the game. I also checked that new star appeared in random locations and that the enemy appeared in random locations. I made sure that the player lost the game when the enemy caught them.
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I really liked the outer space theme and the idea of collecting a star while avoiding the enemy. I think this makes the game engaging and clearly supports your Mathematics and Digital Technologies learning objective by encouraging pupils to think strategically and solve problems while navigating the game. The star field effect also adds to the overall player experience and helps create an immersive setting.
One suggestion would be to gradually increase the speed of the enemy as the game progresses to make it more challenging. Have you also considered adding a score or timer so players can try to beat their previous best? The game ended very quickly so maybe extending it slightly. I think that would encourage pupils to replay the game and further develop their problem-solving skills.
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Hi Eadaoin,
I liked your theme. It’s a very clear player experience with Buzz as the player, and I immediately thought it links to the very current Toy Story movie, which is a super hook for kids. I found it really challenging to flee from the enemy in time, so my suggestion would be to slightly reduce the speed at which the enemy follows the player, but maybe I just need to get a handheld mouse!
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Hi
I created a Timed Catch/Collect game called Find the Hearts. It’s about a monkey collecting heart shaped cookies.
https://makecode.com/_aYwUjcYe3cLe
For this game, I linked it to the Mathematics curriculum, focusing on counting and number. The learning objective is: Students will practise counting and improve hand-eye coordination by collecting objects while developing their computational-thinking skills.
Storyboard:
* Location: Jungle (I know looks more like forest!)
* Player: Monkey
* Game Elements: Heart-shaped cookies (collectibles), timer, score counter and jungle background.The aim of the game is to help the monkey collect as many heart-shaped cookies as possible before the timer runs out. Each cookie collected increases the player’s score. The challenge is to move the monkey around the screen quickly to collect as many cookies as possible before time runs out. This game could be adapted for younger pupils by encouraging them to count their score at the end or compare scores with a partner.
One computational thinking process I used while creating my game was debugging. I found this activity much more challenging than I expected and it involved a lot of trial and error. There were several occasions where the monkey didn’t move as I intended, the cookies didn’t appear correctly, or the score didn’t update properly. I had to test the game repeatedly, identify what was causing the problem, make small changes to the code, and then test it again. Although it was frustrating at times, I learned that debugging is an essential part of coding and that mistakes are often part of the learning process rather than something to avoid.
Overall, I enjoyed creating the game, even though I found it challenging. Seeing the game finally work after so much testing and tweaking was really satisfying. The experience gave me a much better appreciation of the patience and perseverance involved in coding. I can also see how activities like this would encourage pupils to develop resilience, problem-solving skills and creativity, while making coding feel engaging and rewarding.
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Hi Orla,
Find the Hearts is a lovely game and I like that you leaned into the challenge instead of shying away from it. A monkey collecting heart-shaped cookies is instantly appealing and your link to counting and number is clear and well pitched for younger pupils.
Your debugging account was great too and refreshingly honest. Working through the monkey not moving, the cookies not appearing and the score not updating, then testing and tweaking until it all came together, is exactly what debugging looks like. That sense of satisfaction you describe at the end is the part that really hooks children in.
One small thing worth looking at in your code is the order of the blocks (sequence) at the start. The countdown begins before the melody plays and the melody is set to “until done”. This means the timer is already running while the tune plays, but the heart has not appeared yet because the rest of the setup is waiting for the melody to finish.
You could change the melody setting so it plays in the background, allowing the music and game to begin together. Another option would be to move the countdown block to after the melody and the rest of the setup, so the clock only starts once the heart is on the screen and the game is ready to play.
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I love how intuitive and engaging the theme is, having the monkey collect heart-shaped cookies makes the gameplay immediately accessible and fun for pupils. The immediate visual feedback from the score counter works brilliantly with your Maths objective, helping children connect counting directly to their actions on screen. One small suggestion to extend the maths learning even further could be adding a special golden cookie worth 2 or 5 points, which would give pupils a chance to practice mental addition or skip-counting while they play. I also completely agree with your thoughts on debugging, it really is such a powerful way to build patience and resilience in the classroom!
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Game Title: Garden Harvest
MakeCode Arcade Link: https://makecode.com/_TsTHVRcEJRAh
Curriculum Area: Science (Living Things – Plants)
Learning Objective:
Pupils will identify the healthy fruit (strawberry) and collect them while avoiding weeds, reinforcing their understanding of how plants grow and what they need to avoid during the growing process.
Location: A colourful garden with blossoming flowers and a blue sky.
Player: A young gardener controlled using the arrow keys.
Relevant Game Elements: Healthy fruit to collect = strawberry; Things to avoid = weeds.
Game Objective: The player moves around the garden trying to collect the strawberry (healthy fruit) to win the game. If caught by the weeds the game is over and the player loses.
Computational Thinking: Process: Algorithm Design
While creating the game, I designed a sequence of instructions that the computer follows. For example:
Game starts with player in the centre of the screen.
Collectable moves around the screen freely.
Player tries to catch the collectable using the arrow keys to move.
The weeds follow the player to try eliminate the player.
Game ends with a win if the player catches the collectable.
Game ends with a loss if the weeds catch the player before the player catches the collectable.
This required planning the order of events so the game worked correctly and provided a fun challenge for players. -
I created a Timed Catch/Collect game called Calamity Jane using MakeCode Arcade.
Game Link: https://makecode.com/_3JLfaT6ioWzP
Curriculum Area and Learning Objective:
Science (Living Things: Plants & Animals) – As part of learning about plants and seed dispersal, the highly effective adaptations of Russian Thistle, or tumbleweed, will be explored. In connection with recent wildfires, a video about the dangers of tumbleweed will be watched and reflected upon. In pairs, children will design and create a simple game that involves breaking up tumbleweed to reduce risks to motorists, risks of wildfires, and reduce extinction of other plants.Storyboard:
Location: Dessert.
Player: A cowgirl breaking up tumbleweed
Game Elements: Tumbleweed to break up, a countdown timer, and a score counter. The player runs around the screen to break up as many tumbleweeds as possible before time runs out. Each tumbleweed broken up increases the score. The goal is to break up the highest number of tumbleweeds before the timer reaches zero.
Computational Thinking:
I was required to use Algorithmic thinking during this activity. I dragged some code into events in what I realised after testing the game, was in the wrong order. I learned how important the sequence of instructions is, and how precision is required. This meant I also used the Iteration process. Once I created the game, I asked my son to try it out. He did and immediately we saw that he could not play as I had intended. I had to go back to my code and re-order the prompts.-
Hi Emma,
I really think you’ve mentioned some great links with nature and science curriculum.
I can relate to what you mentioned about sequencing and ordering the code. I found the very same doing mine, you could get lost in the game creation but the game and the visuals are all extremely effective. When you did encounter difficulties, what did you find was the most effective way to fix the code? Using the debugging tool and game simulator?
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The game I designed is called ‘Monkey Ice-Cream’. It is a timed/catch game. My daughter happened to be beside me and insisted on the sprites and projectiles selected. Seeing the excitement she got out of this shows me just how successful it would be in the classroom. It really promotes critical thinking and logical steps.
As an objective pupils get to design, build, test, and fix bugs in their own simple game, all while sharpening their computational thinking and problem-solving skills.
I think this would require whole-class work together for the first little while before progressing to group/individual game design.
The game I created is https://makecode.com/_YwCfTT2YiEU2.
The setting is a field with flowers. Ice creams are falling from the sky and monkey must move within the frame to collect these ice creams. It is a timed scoring game, and I introduced destroying code and sound effect when a target is hit. I think this game could be further developed as a times tables game. Perhaps increasing the score in multiples that are being reinforced. There is endless possibilities in terms of integration with various curriculum topics.When creating the game, I found the debugging tool excellent to help me fix where I went wrong along the way. It definitely required me playing around with it and using the stimulator to modify as I went along. I enjoyed solving it and getting it to work so I can see how children would benefit greatly from this game design and problem solving task.
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The game I designed is called ‘Monkey Ice-Cream’. It is a timed/catch game. My daughter happened to be beside me and insisted on the sprites and projectiles selected. Seeing the excitement she got out of this shows me just how successful it would be in the classroom. It really promotes computational thinking.
As an objective pupils get to design, build, test, and fix bugs in their own simple game, all while building their computational thinking and problem-solving skills.
I think this would require whole-class work together for the first little while before progressing to group/individual game design.
The game I created is https://makecode.com/_YwCfTT2YiEU2.
The setting is a field with flowers. Ice creams are falling from the sky and monkey must move within the frame to collect these ice creams. It is a timed scoring game, and I introduced destroying code and sound effect when a target is hit. I think this game could be further developed as a times tables game. Perhaps increasing the score in multiples that are being reinforced. There is endless possibilities in terms of integration with various curriculum topics.
When creating the game, I found the debugging tool excellent to help me fix where I went wrong along the way. It definitely required me playing around with it and using the stimulator to modify as I went along. I enjoyed solving it and getting it to work so I can see how children would benefit greatly from this game design and problem solving task.
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Game type: Timed catch/collect
Game title: Bronze Age Survival
The game includes:
– gathering food
– collecting wood
– surviving in the natural environment
– dangers from wild animals
This supports objectives from the history curriculum such as:
– exploring how people lived in the past
– identifying similarities and differences between life then and now
– using evidence to represent historical life creatively.Main objective:
Pupils will design and create an interactive Bronze Age survival game using Microsoft MakeCode Arcade that demonstrates their understanding of Bronze Age life while applying computational thinking skills such as sequencing, variables, conditionals and debugging.The player is located in a wood setting. The main player has 30 seconds to collect survival items such as food, axe and wood through which they will acquire points. However, they must try to avoid a Bronze Age Predator – a bear who is in hot pursuit. If they clash with the bear the game is over.
Game link – https://makecode.com/_HJmX9eJpJ6RX
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Hi Catriona,
This is a very strong piece of work. Bronze Age Survival is a fantastic game and you have brought several different elements together successfully.
The History link is particularly strong. The resources are central to the game and reflect what people needed to survive during the Bronze Age. This gives pupils an opportunity to think about daily life during the period through the choices they make while playing.
Your code is well structured too. You have several resources spawning during the game, a bear following the player and clear win and lose conditions. There are a lot of different parts working together successfully.
Two small things are worth looking at. At the moment, your bear is set as a Player sprite instead of an Enemy sprite. The game still works because the lose condition detects when the two Player sprites overlap, but setting the bear as an Enemy and using a Player overlaps Enemy block would make the logic much clearer. It would also help the code distinguish between the character and the predator.
The other is only a small point of clarification. You mention conditionals (conditional statements?) in your objective, but this particular game is mainly driven by events and overlaps. That does not take away from the complexity of what you have built at all, as the game is well above what was expected. You might simply adjust the wording so the objective reflects the coding concepts you have used most strongly.
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Hey Catriona
I really like the idea of including the bear as a predator. It adds excitement and challenge to the game while also reinforcing the reality that survival in the Bronze Age involved dealing with dangers in the natural environment. This supports both the history learning objective and makes the gameplay more engaging for the player.
One suggestion would be to include different point values for the survival items. For example, collecting an axe could be worth more than collecting food because it helps with survival in multiple ways. This would encourage pupils to think more strategically while playing. Have you considered adding a short information screen at the end of the game explaining how each item was important to people living in the Bronze Age?
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Game type: Timed catch/collect
Game title: Catch the healthy food
Link: https://makecode.com/_L5EfsFdP69Rb
Curriculum area and objective:
Curriculum Area – Science
Learning Objective – Pupils will classify foods as healthy or unhealthy and explain how a balanced diet supports healthy growth and development.Storyboard
A girl is stood in a park and food options are falling from the sky. The player must navigate through the falling food items to collect as many of the healthier choices as possible. If they collect a healthy food, their score goes +1 but if they gather the unhealthy food, their score decreases by 1.I used many, if not all, of the computational thinking skills while creating this game, but the most used would probably be debugging. After following the tutorials, I was trying to make the game a little bit different and have varying sprites and scoring opportunities so I had to create what I thought was a correct code, play the game, figure out the issues and then go back over my code to debug any issues I found. I can see how an activity like this would really foster these skills in the classroom and give children not only computational thinking skills, but also opportunities to develop skills such as patience and resilience with their work.
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Hi Niamh,
I really like your Catch the Healthy Food game. It ties in really well with both the Science curriculum and the SPHE curriculum objectives. I also like that you gave the healthy items a score of +1 and the unhealthy items -1, as this increases the challenge for the players.
To enhance the game even further, you could add a greater variety of healthy and unhealthy food items. I learned from creating my own game that this can be done quite easily by duplicating the code blocks for an existing healthy or unhealthy item and then changing the sprite’s name and image.
If you were studying the food pyramid as part of your lessons, you could also assign different point values to the foods depending on where they are placed on the food pyramid. This would make the game even more educational while adding an extra level of challenge.
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Game Title: Ocean Cleanup CollectorGame Type: Timed catch/collectMakeCode Arcade Link: https://arcade.makecode.com/_E23dH3P98LzmCurriculum Area & Objective:Curriculum Area: Social, Environmental and Scientific Education (SESE) – Science / Environmental Awareness & Care.Objective: Pupils will demonstrate an understanding of environmental conservation by identifying marine pollutants and collecting as many plastic items as possible within a 30-second timeframe to earn points.Simple Storyboard:Location: An underwater ocean backdrop.Player: A sea turtle sprite controlled by the directional buttons.Game Elements: Plastic bottles and trash spawn randomly across the screen every few seconds.Rules: The player moves the turtle to collect plastic items to score points. A 30-second countdown timer runs continuously. To win, the player must collect at least 15 items of trash before time runs out. If time expires before reaching the target score, the game is over.Computational Thinking:Algorithm Design: I used algorithm design to structure the main gameplay logic. This involved setting up sequential conditional statements: if the turtle sprite overlaps with a plastic sprite, then increase the score by 1, play a collection sound effect, and destroy/re-spawn the plastic sprite at a random $(x, y)$ coordinate.
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Hi Shona,
Please watch the MakeCode Arcade website tour video in the module or follow the steps below to share your MakeCode Arcade project link:
- Open your project in MakeCode Arcade.
- Select the Share icon in the top-right corner.
- Add a title for your project.
- You can also add a thumbnail image or animated GIF, but this is optional.
- Select Share Project.
- Copy the link that appears and paste it into your forum post.
Please note that this link is anonymous and is not connected to your MakeCode account. Make sure to copy or save the link, as it cannot be recovered if it is lost.
The link is also a snapshot of your project at the time you share it. If you make any changes afterwards, you will need to create and share a new link with the updated version.
Anonymous share links cannot normally be deleted or unpublished.
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Game Type: Timed catch/Collect
Link to game: https://makecode.com/_3zF4T5U1ph5w
Game Title: Paddington, Catch the MarmaladeCurriculum Objective: Maths curriculum, Pupils will use counting and comparing skills to record and interpret scores collected during gameplay.
Storyboard: The storyboard for the game is simple. It begins with a start screen displaying the game title, score, and countdown timer. During gameplay, the player moves Paddington around a park using the controller to collect randomly appearing marmalade jars. After 15 seconds, the game ends and the final score is shown, encouraging pupils to replay the game and improve their performance.
Goal: The aim of the game is for the player to control Paddington and collect as many marmalade jars as possible within 15 seconds. Each jar collected increases the player’s score, and the final score is displayed when the countdown ends.
Computational Thinking: One important computational thinking process the pupils would use is algorithm design. Before building the game, they would plan the sequence of steps the computer needs to follow: display the background, create the Paddington sprite and the marmalade, enable movement, set the score to zero, start the countdown timer, generate marmalade jars at regular intervals, increase the score when a jar is collected, and end the game when time runs out.-
Hi Ellen,
I liked your Paddington game. It is very appropriate for the younger age-group and catching Marmalade fits in perfectly with Paddington’s marmalade sandwiches.
Your curriculum objective of counting and comparing works perfectly in this game. A 15 second game keeps the scores low and makes it easier for younger pupils.
I was wondering whether or not you would consider either changing the game yourself or challenging the pupils to change it – to make it longer so the counting could go higher. Maybe they could add up in 2s, 3s or 5s and therefore would need to change how much each jar of marmalade was worth?
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Chaser game: Little Red Riding Hood
Game link: https://makecode.com/_VetAWuekAWctI created a little red riding hood chaser style game using MakeCode Arcade. The aim of the game is to catch as many berries as possible in 20seconds while avoiding the wolf.
Player: Little Red Riding Hood
Enemy: Wolf
Food: Berries
Background: Forest
Technology is developed through coding sprites, movement and game rules. Maths could be included with position/coordination. I think some students might find it difficult that the y axis is inverted.I definitely made lots of mistakes while making this game. I loved the tutorials videos as I could use them as reference points. Debugging is so important when it comes to coding and I think it’s important for students to know that it’s okay to make mistakes and to encourage them to problem-solve to fix the mistakes/errors in their code just like I had to do.
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Ciara I really enjoyed your game ‘Little Red Riding Hood’ I have to say I was challenged in trying to escape the wolf so I know the children playing it would love it! Such a simple idea but huge scope for fun and learning!
There are a lot of areas covered under the technology strand Ciara that would be highly engaging and challenging for the children creating this game. The collection element is very engaging and the familiar story of Red riding hood adds to the fun!
Debugging is always the tricky side of it and I have to agree with you on using the tutorials to help figure out where things went wrong. Using this as a step by step in your own classroom will be much easier having gone through the challenges and debugging yourself first.
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Game type: Timed catch/collect
Game title: Catch the Stars
Curriculum area and objective:
Mathematics – The student will collect, record and compare scores, using addition and subtraction to calculate their final score.Simple storyboard:
Location: The game takes place in space.
Player: The player controls a small spaceship at the bottom of the screen.
Game elements: Stars fall from the top of the screen and the player moves the spaceship left and right to catch them.The aim of the game is to catch as many stars as possible within 30 seconds. Each star caught earns one point. The player must try to achieve the highest score before the timer reaches zero.
Computational thinking:
I used debugging while creating the game. I tested the game in the simulator and checked that the spaceship moved correctly, the stars were collected when touched, points were added and the timer worked. When something didn’t work as expected, I changed the code and tested it again.I think this would be a simple but engaging game for students and would give them an opportunity to practise coding, problem-solving and debugging.
Here is the link to my game-
https://makecode.com/_cHE5dEYH1Hmo-
Hi Miriam,
Catch the Stars is a lovely idea and the space setting suits a falling catch game really well. Your Maths link is nicely pitched too with pupils collecting, recording and comparing their scores so the coding supports the learning.
Your debugging account was really clear as well. Testing the movement, collecting, scoring and timer one at a time is exactly the right way to work through the game.
One thing worth looking at in your code is the destroy block. You are right to include one, but at the moment it is set to destroy the “star” variable. That variable points to the newest star that has appeared which may not be the same star the spaceship has just caught. This means the star being touched can stay on screen and the score can increase very quickly.
The fix is only a small one. In the overlap block, you could use the “otherSprite” from the overlap event instead. So after changing the score by 1, destroy “otherSprite”. That will remove the exact star the spaceship has collected and give you one point per catch.
Once that is changed, the scores will be much more reliable for the Maths activity especially when pupils are recording and comparing them.
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code link: https://makecode.com/_8uUgUx4D5HFw
Game Type: Chaser
Game Title: Funny Farmer
Curriculum Area: Geography
Learning Objective: Pupils will identify the farm animal and explain their importance on the farm.
Storyboard- Location: Outside in the field
Player: A farmer
Game Elements: Farm dogs and monkeys appear around the screen.
The player moves around the field collecting the farm animal.
Each farm animal collected earns a point.
The aim is to collect as many as possible before the timer runs out.
Computational thinking:
Debugging: testing and refining the Funny Farmer game, using logical reasoning to locate the issue, predict the cause, and adjust the code to fix it
How used: I had to use debugging after I tested the game and noticed animals were not moving as intended, I then modified the code and was happy with appearance.-
Hi Aoife,
Funny Farmer is a lovely playful idea and I really like the Geography link. Getting pupils to recognise and collect the farm animals gives the game a clear learning purpose while also opening up discussion about the role different animals play on a farm.
Your debugging account was really clear too. Spotting that the animals were not moving as intended, working out what was causing it and adjusting the code until it behaved properly is exactly what debugging looks like.
One thing worth a look is the scoring. At the start you have used the built-in set score to 0 block, but in your overlap code you are changing a separate variable that you have also called “score”. They look as though they are the same thing, but MakeCode treats them separately, so the score displayed on screen stays at 0.
The fix is a small one. You can remove your own score variable and use the built-in change score by 1 block from the Info section when the player catches an animal. That will update the same score you set to 0 at the beginning and you will see it changing on screen as you play.
One other small thing to think about is the zoo animal. At the moment both the farm animal and zoo animal are set as Projectiles, so the same overlap rule gives a point for catching either one. If the idea is that pupils should only collect farm animals, you could make the zoo animal a different sprite kind (example enemy) and have it lose a point or a life when caught.
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Game type: Timed catch/collect,
Game title: Donut mess with me!
Game link on Makecode arcade: https://arcade.makecode.com/S52969-21865-19711-67205
Curriculum area: STEM- Technology
Objective:
build on the process of using, modifying and/or creating algorithms to solve a problem or achieve a desired outcome. Use abstraction [focus on important characteristics and reduce unnecessary detail] and debugging [identify and correct errors] to increase effectiveness or make improvements.
Simple storyboard:
Location: The Moon
Player: Quack the Superduck
Game elements for Donut mess with me: The player must catch the deadly donuts before they reach the moon’s surface. Each Donut caught will earn the player a point. Collect ten points to win and defeat the deadly donuts!
Computational thinking: debugging- after following instructions I found that I had an issue with using the projectiles. I created a sprite instead of a projectile so I had to find that fault and fix it in order to make the game work. -
https://makecode.com/_045iUUKVb04T
This is the link for my game which I named Leprechaun. It is a simple game in which Larry Leprechaun has to collect flowers in order to gain a score. I purposely left the score at higher numbers to encourage children to practice their larger number skills.
In this game the focus would be language and I would use the Gaeilge feature of the programme as I work in a Gaelscoil. Children would have to think of vocabulary related to the topics of the game for example Cúlra, Suíomh, Caractar, Bogadh, Bia, Rialacha, etc.
As I teach younger years I would keep game design quite simple and focus on learning outcomes. I would scaffold and show example games and step by step instructions for creating games. Children would understand relevant vocabulary through the context of game and visual explanations. I think this would appeal to many learners and children would enjoy the play aspect of this type of lesson.
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Hi Irene,
Your Leprechaun game is a lovely idea and using the Gaeilge feature is such a natural fit for a Gaelscoil. Getting the children to build vocabulary such as cúlra, suíomh, carachtar, bogadh, bia and rialacha through something they are actually creating is a gorgeous way to make the language meaningful. Keeping the design simple and supporting younger pupils with example games and step-by-step instructions is really well judged too.
There are a couple of small things worth a look in your code. First, the projectile block is showing a warning triangle which means there is a small bug there. In the Sprites category there are two projectile blocks to choose from. You have used the first one, but for this game you need the second projectile block instead. Swapping that in should get the flowers spawning properly.
Second, when Larry overlaps a flower you add a point which is great, but the flower stays on screen. This means Larry can keep overlapping the same flower and the score can increase very quickly. Adding a destroy “otherSprite” block just after the change score by 1 will remove the exact flower Larry has collected and keep the scoring to one point per flower.
I would also add a countdown timer so the player has a set amount of time to collect as many flowers as possible. This gives the game a clear ending and makes the final score more meaningful.
I had a little play with your code and made those changes here so you can see how they work:
https://makecode.com/_WdeUW2004cxsHave a look and see what you think. Let us know if you have any questions. 😊
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Love this idea Irene! What a brilliant way to bring Gaeilge to life for younger classes. Switching the interface to Irish and using terms like cúlra and caractar is such a clever way to build vocabulary without it feeling like a standard Gaeilge lesson. Plus, sneaking in larger numbers through high scores is a brilliant way to encourage counting in larger numbers. Keeping it simple with scaffolded templates is spot on for the little ones, too. It stops them from getting overwhelmed while letting them focus on the fun stuff. Perhaps you could add a timer to the game to make it more challenging for the higher ability pupils
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I really enjoyed Aoife Moore’s idea and game title Donut Mess With Me! Perhaps consider patenting the name! Children would enjoy the idea of donuts as a reward and I can really see the appeal.
As constructive criticism, I would question if it promotes healthy eating and maybe suggest adding some type of fruit or veg in order to get bonus points? It’s all about balance after all!
In saying this, I think it is a great idea. Very imaginative and one which children would respond well to. Well done Aoife.
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Game type: Timed catch/collect
Game title: Fishing
MakeCode Arcade game: https://makecode.com/_LmE9EFHWPXbU
Curriculum area and learning objective: STEM/Science: The learning objective for the game is for pupils to develop an understanding of living things and their habitats, particularly animals that live in freshwater habitats.
Simple storyboard:
I decided to create a simple fishing game set on a lake. The player controls a fisherman who is trying to catch as many fish as possible. The fish fall randomly from the top of the screen, and the player has to move the fisherman underneath them to catch them. When a fish is caught, it turns to ash and the player receives a point. The game is timed for 20 seconds, so the aim is to catch as many fish as possible before the time runs out. I wanted to keep the game simple but still make it challenging enough that the player has to react quickly.Computational thinking:
The computational-thinking process I used was debugging. While creating the game, I tested it regularly to make sure that the fisherman, fish, scoring and timer were all working properly. When something didn’t work as expected, I went back through my code to find the problem and make changes to fix it. I then tested the game again to make sure the changes had worked. This helped me to identify and fix errors and improve the overall game. -
https://arcade.makecode.com/S57180-16820-57048-72611
This is a chaser and invader game called Space Mushrooms – It is set in a star field in space where a spaceship is being chased by mushrooms while trying to zap them. The spaceship has three lives and loses one each time it is hit by a mushroom. It can be moved using the buttons and can zap when the button A is pressed. A score is added every time the spaceship zaps a mushroom. I used decomposition when creating this game – I broke the game up into element and built each element incrementally. I would link this to Science – learning about how objects such as spaceships move in Space and investigate concepts such as gravity, thrust, direction and speed.
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Hi Nicola,
I like your game, since it was close to my own idea (space and mushrooms!) It set my back in my childhood, where we used to mash the space bar to maximize our damage output. The game works really well, especially the sound and visual effects. To increase the effect of inertia I would love to see either an increase in difficulty (could we increase the amount of spawning mushrooms? the speed?) or at least a timer, so that there is a proper ending to the game.
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I made the video game called “SpaceTrasher”. As the name suggests it’s located in space. The player is a spaceship (I used the plane model, since it was the closest asset I could find). The objective is collecting/destroying falling debris, while evading a chasing UFO, for which I used the sprite of a mushroom cap. Collecting the space debris gives you a score, however if the UFO touches you – you lose immediately.
You can find the game here:
https://makecode.com/_813PAR4vD4qfThis game deals with the increasing quantity of space junk floating around our atmosphere, due to our increased launches of satellites. Maybe it could sensitize our students for the sheer mass, that is floating around our beautiful earth.
One of the biggest challenge I found in the chase scenario was the speed of the enemy sprite. To be still able to catch the falling trash I had to reduce the speed of the chaser to a minimum of 1 pixel per second, which is still pretty fast. As an alternative I could imagine giving the player 3 lives (if one is lost, the UFO gets destroyed and i replaced by another one), but I wanted to keep the grim dark experience, that is playing with a singular life.
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Name: Ducky!
Link: https://arcade.makecode.com/S00526-21160-21346-21390
Game type: Catch and Collect (I will be teaching 2nd class this year, so thought this would be the best game for me to try.)
Curriculum area and objective: Mathematics
Data and Number. That the pupils learn to count upwards in 5s
Pattern: that the pupils identify a pattern when they are watching their scores rise or when they compare their scores with other pupils.
Simple storyboard:
Ducky is on his pond enjoying the day. It starts raining love-hearts, so happy Ducky tries to collect as many as he can in 30 seconds. He collects 5 points for every heart he collects.Computational thinking: Algorithm design. De-bugging
There is a lot in creating this game for younger pupils. Before computational thinking even comes into play, the pupils will need strong listening skills and a good ability to follow directions. Depending on the class, I might consider pairing up the pupils so that they can support each other (either two creating one game or two allowed to compare & help while creating their own game)
The step-by-step logic in creating this game is so important across the curriculum: first, next then…. Reminding the pupils of why they are putting in certain elements and then working out where these elements are needed. It could be used after you have shown them the ‘Making a Sandwich’ video which shows in a humorous way why specific directions and order matters -https://www.yout-ube.com/watch?v=j-6N3bLgYyQ
‘Debugging’ is my new favourite word for error finding and I will be using it across the curriculum – it is a positive word for the children, it empowers and encourages them to search for a solution rather than just seeing a mistake as ‘wrong’ and possibly unfixable.
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Link to my catcher game: https://makecode.com/_4JgX6qeLb5zK
Game type: Timed catcher game
Game title: Catching Bones with Pim the dogCurriculum area and objective: Maths and Art (STEAM)
Design the background, sprite and falling food.
Move a sprite and falling food within the dimensions of the x and y axes with (0,0) being the top left corner of the screen, with the x values between 0 – 160 and the y values between 0 -120.Simple storyboard:
Location: garden
Player: Pim the dog
Relevant game elements: Bones falling from the sky for Pim to catch. Player has 15 seconds to help the dog catch as many falling bones in the 15 seconds.Computational thinking example:
Iteration – What worked well? What could be changed?
What worked well was the clear sequence of blocks.
What could be changed are the many variables and art effects.-
Hi Maire,
I enjoyed your game. It was clear and easy to use. I liked that you linked art and design to it, and all age groups would enjoy designing their character and background.
Coding the sprites to move would help reinforce the learning of coordinates and the children could explore the effects of changing the values for x and y to simplify the game or make it more challenging.
How would you carry out the computational thinking example? As a whole class discussion or in groups?
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I really like the idea of Ducky collecting the hearts in 30 seconds, especially the fact that each heart is worth 5 points. This links really well to your 2nd Class Mathematics objective of counting in 5s, as the pupils can see their score increase by 5 each time they collect a heart. It also gives them a practical and engaging way to recognise the pattern in the numbers as their score rises.
I also really like your approach to debugging as a positive process. Presenting mistakes as something pupils can investigate and solve could really encourage resilience and problem-solving.
One suggestion would be to perhaps add a personal-best score so pupils can try to beat their own previous score. This could give them an additional reason to play the game and provide another opportunity to compare numbers and identify patterns.
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Game type: chaser
Game title: Mountain Mission https://makecode.com/_4HE3cg2WhYTP
Storyboard: Set in the mountains, Suzie the explorer is looking for vials of food while being chased by Monkey. She wins by getting her food, and loses is Monkey catches her.
I used debugging as I didn’t have the right sprite matched to the right name.
The game links to geography and biodiversity, exploring habitats and ecosystems and the human impact on these. The game is an conversation starter- although not realistic, it is to get the children thinking about how humans, animals and environments interact. The children could replicate this style after their learning, to present their knowledge about the ecosystem they have studied. -
MakeCode Arcade Game
Game type: Timed catch/collect
Game title: Star Catcher
MakeCode Arcade game link: https://arcade.makecode.com/S04574-40281-33828-65509
Curriculum area and learning objective:
Maths – Number and Operations
By playing the game, learners will practise counting and adding points accurately while collecting objects within a set time limit.Simple storyboard: The game is set in outer space, with stars appearing in different positions on the screen. The player controls a small spaceship using the keyboard or game controller. The main game element is the falling or appearing stars, which the player must collect before the timer reaches zero. Each star collected earns one point. The aim is to collect as many stars as possible within the time limit. If the player misses a star, no point is awarded, so they need to move quickly and make decisions about which stars to collect. At the end of the game, the player’s score shows how many stars they successfully collected.
Computational thinking: I used decomposition when creating the game. I broke the overall task into smaller parts, including creating the player, adding the collectible stars, programming player movement, adding a scoring system and setting the countdown timer. Breaking the game into these smaller sections made it easier to create, test and fix each part individually. I also used debugging when testing the game to identify and correct problems with movement, scoring and collisions.
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Hey Fiona,
This is a brilliant game idea. Star Catcher is simple enough for pupils to understand quickly, but there is still plenty of learning happening underneath it. I really like how clearly you have broken the game into manageable parts, and your explanation of decomposition shows exactly how computational thinking supported the design process.
The debugging piece is another real strength. Testing movement, scoring and collisions as you built the game is a great example of how pupils can learn that getting something wrong is part of the process and gives them something useful to improve.
The space theme works really well too. It makes the game feel fun and accessible, and I could see pupils being very motivated to keep replaying it and trying to beat their previous score.
A nice next step could be to build the Maths element even further, perhaps by making different stars worth different amounts or asking pupils to calculate how many more points they need to beat a target score.
Really well done, this feels like a game that could work very nicely in a classroom.
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Game Overview
MakeCode Arcade Share Link: https://makecode.com/_RCJMAiYxAEXyGame Type: Timed catch/collect
Game Title: Fuel Dash
Curriculum Integration
Curriculum Area: Maths (Data & Time) / Geography (Energy Sources)Learning Objective: Students will calculate rates of consumption and manage time constraints by collecting resource items within a 30-second window to maximize total score. Discuss energy sources and renewable/non-renewable sources.
Game Storyboard
Location: A multi-lane road background.Player: A car sprite controlled using the D-pad buttons.
Relevant Game Elements:
Collectibles (Positive): Fuel cans (projectiles) spawning and moving down the road.
Score/Time Mechanism: Catching a fuel can grants points to the player.
Win/Lose Condition: The player must collect as much fuel as possible within a 30-second countdown timer. Game Over triggers when the clock hits 0, and the final score represents total fuel gathered.
Computational Thinking Process
Algorithm Design: I used algorithm design to manage the fuel spawning system. I created a step-by-step sequence of instructions:Set a game loop to execute every 2 seconds.
Generate a fuel sprite projectile moving downward across the road.
Set its horizontal position to a random coordinate across the screen width.
Trigger an overlap event so that when the car sprite contacts the fuel projectile, the item disappears, the score increments, and a sound effect plays.
I really enjoyed creating a game and with basic steps in this lesson I created thr above. I can see how this will be a great hit when we return in September!
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Hey Eoghan,
I absolutely love this one. Fuel Dash is such a fun idea and you have managed to bring together coding, Maths and Geography in a way that feels really natural rather than forced.
Your explanation of the algorithm design is particularly strong. Breaking the spawning system down into clear steps, then using the overlap event to control the score, sound and disappearance of the fuel can, shows really clearly how much computational thinking is happening behind what looks like a simple game.
I also really like the potential for the energy discussion afterwards. You could have pupils look back at what they were collecting and question whether constantly collecting more fuel is actually the best solution, then use that as a springboard into renewable and non-renewable energy sources. That could open up some brilliant conversations.
Most of all, it is great to hear how much you enjoyed making it yourself. That enthusiasm will absolutely come across when you bring it into the classroom, and I can’t wait to see how it lands in September!
Really well done.
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• Game type: Timed catch/collect.
• Game title: Valentine’s Day Dash
• Curriculum area and objective: Maths – Numeracy – counting the love hearts caught. Spatial awareness – moving the princess to the left, right, up, down.
• Simple storyboard:
Include:
• Location; Background is a Love Heart Page, I picked from the gallery but liked that you could design your own also
• Player; Is a Princess (initially I had chosen a bird but the sprite was too big.
• Explain what the player must do to win, score points or avoid loosing : The Player must move the Princess to catch the hearts until the time runs out.
• Computational thinking: Debugging – I found all the different elements difficult to complete and on more than one occasion put the wrong code in, but it came up with and error and it was clear the line of code I had to debug. The code on the whole in module 3 was easy to follow.https://arcade.makecode.com/S14089-88625-28251-64931
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Hey Emily,
Valentine’s Day Dash is such a lovely idea. The theme is really fun and I like that you have kept the game mechanics simple and clear while still bringing in counting, movement and spatial awareness.
It is great to hear that the debugging messages helped when something went wrong too. That process of spotting an error, finding the part of the code causing it and fixing it is exactly the kind of computational thinking we want pupils to experience.
One little MakeCode tip for your original bird idea, if you use the search bar at the top of the block categories and search for “scale”, you should find a block that lets you change the size of a sprite. You can use that to make the bird smaller, so you might still be able to bring it back in if you ever revisit the game!
A really fun game, and it is brilliant to see how much you were able to create while working through the module.
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I really enjoyed engaging with your Valentine’s Day Dash game, your instructions at the start were very clear(I need to amend how my game starts now!). The theme is creative and engaging, and I like how you linked it to numeracy and spatial awareness skills. It’s great that you used debugging to solve coding problems independently. Your reflection shows perseverance and a positive approach to learning new coding concepts.
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Game type: Timed catch/collect
Game title: Star Catcher
Game link: https://makecode.com/_CdpHX1d18DX9
Curriculum area: Mathematics – Number: Numeration and Counting
Learning objective:
By playing Star Catcher, pupils will practice counting and comparing quantities by counting the stars they collect in 30 seconds, recording their score, and comparing it with their previous score to try to beat their personal best.Each star collected increases the player’s score by 1. At the end of 30 seconds, pupils can record their score and compare it with their previous attempt. They can identify whether they collected more, fewer or the same number of stars and work out how many more stars they need to beat their personal best.
Storyboard
Scene 1 – Start
- Location: Outer space, with stars scattered across the screen.
- Player: A spaceship.
- The player starts the game with a score of 0.
- A 30-second countdown begins.
Scene 2 – Collect the stars
- Stars appear in different places around the screen.
- The player moves the spaceship using the controller/arrow keys.
- When the spaceship touches a star, the star disappears and the player’s score increases by 1.
- New stars continue to appear while the timer is running.
Scene 3 – Time is up
- After 30 seconds, the game ends.
- The player’s final score is displayed.
- The player records their score.
Scene 4 – Beat your personal best
- The player plays again and tries to collect more stars than they did in their previous attempt.
- Pupils compare their scores using mathematical language such as more than, fewer than, greater than and less than.
- They can also work out how many more stars they need to beat their previous score.
The player’s goal is not to beat another player. Instead, they try to beat their own score by collecting as many stars as possible in 30 seconds.
Computational thinking
Process used: Decomposition
I used decomposition by breaking the game into smaller parts. First, I created the spaceship and its movement. Then I added the stars, collision detection, scoring system and 30-second timer. Finally, I added the end-of-game score. Breaking the game into smaller tasks made it easier to create, test and debug each part.
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Game type : Catch / Collect
Game Title : Module 3
Catch / Collect game link https://makecode.com/_Y5vPHF7azJi3
Curriculum Area and Objective : Use familiar Gaeilge vocabulary.
As a Gaelscoil it can be difficult at times to find material that is of interest to the children and relevant to their lives. Being able to incorporate language lessons into creating and coding a game would not only ensure interest and participation it would also give them useful everyday language and vocabulary and an opportunity to share a real world experience of playing a computer game as Gaeilge with their peers.Simple Story board
Location / Player / Game Elements: The game is located in space. There in an airplane/ spaceship named Flymo, an enemy supernova and fuel cannisters.
Goal: Flymo must reach the fuel cannister while avoiding being blown up by the supernova.
Computational Thinking – Debugging. The scoring was not correct and my sprite was leaving the screen as I had forgotten to add stay within screen. I haven’t managed to debug the scoring yet or the sounds.
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Hey Niamh,
Absolutely love this one. The Gaeilge focus is brilliant and we are delighted to hear that the translation of the platform is being recognised. We were thrilled to work on that translation with the amazing team over at COGG, so it is lovely to hear it potentially being used in a real classroom context like this.
The game itself is great too and the design of Zoomie the supernova is pretty iconic!
On the scoring issue, it was actually a really simple debugging fix. You had the change score block correctly inside the overlap block, but it was also sitting inside the C-shaped on game update block that creates the projectile. That meant the score increased every time a projectile was created as well as when Flymo collected one. Removing that extra score block should solve it.
Really creative work and such a strong example of combining Gaeilge, coding and game design in a way that feels relevant and engaging for pupils.
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Hi Niamh,
I really enjoyed playing your game and I think it is fantastic that Make Code Arcade have provided an opportunity to code & create as Gaelige.
I love your character’s name Flymo!! Very creative, I loved the sound effects too.Maybe extend the time so that the player has more time to score points.
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Game type : Invader Style
Game title: Alien Attack!
Game link: https://makecode.com/_8boY02ekTiLYCurriculum Area and objective: Design an invader-style game prototype that helps students learn about an imagined problem- being attacked by alien invaders.
The game will be an engineering design task where students will need to:
– identify the imagined problem
– consider the needs of the player
-plan their game & possible solution
– create a playable prototype
-test the protype with others
– gather feedback
– refine and improve the gameStudents will be encouraged to create algorithms,test their code, debug errors and improve their solution.
The storyboard is about a character/player called Alex who wants to defend himself against an alien attack by using asteroids to destroy the aliens. The location is in Space. The relevant game elements include the enemy ( aliens) , the projectile ( asteroids) and the goal is to destroy as many aliens as you can to gain a point before losing 3 lives.
Students can develop computational thinking in this challenge through
1) decomposition – breaking their invader game challenge into 6 parts
2)algorithm design- planning, designing, creating and modifying a clear sequence of instructions
3) Debugging – identifying , locating and correcting errors so that their game behaves in an invader style ( I came across this alot while creating the game. I had to debug but the hardest thing was figuring out what the error was!)
4) Iteration: testing their game and modifying the code . -
Link to Game: https://arcade.makecode.com/S24946-30711-13486-57508
Gmae tyoe: Chaser
Curriculum Area: Maths
Learngin objective: Recall of operations facts
Story: An explorer trying to survive while a monster chases me#
Goal: Stay away from the monsterComputational Thinking: Debugging
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Hey Lisa,
This is a great starting point for a chaser game. The explorer and monster idea is simple, easy for pupils to understand and gives you a nice base to build the Maths learning around.
I had a look at the game and it seems you may have run into a small game-design issue. The player and enemy appear to start at the same coordinates, and because you have an overlap event that triggers game over, the game can end almost immediately. Simply changing the starting coordinates of either the player or the monster so they begin in different parts of the screen should solve that.
It is actually a great debugging example too, because the code is doing exactly what it has been told to do, it is just the starting positions that need adjusting.
A really nice concept, and once that small fix is made it should work much more smoothly.
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MakeCode Arcade Game Reflection
Game Type: Timed Catch/Collect
Game Title: Hungry SHARK
MakeCode Arcade Link:
https://makecode.com/_domR1bUbWHujCurriculum Area and Objective:
Mathematics – Number Learning Objective: Pupils will practise counting and addition by collecting items and keeping track of their score during gameplay. They will also compare score difference with peersSimple Storyboard:
- Location: Under the Sea with fish ‘swimming’ around.
- Player: A sharkt controlled using the arrow keys.
- Game Elements: Fish, score counter, and a 15-second timer.
- How to Play: The player moves the Shark left and right, up and down to eat the fish before they get away. Each fish collected earns one point. The goal is to eat as many fish as possible before the timer runs out.
Computational Thinking:
I used debugging while creating the game. At first, the fish were falling too quickly along one side of the screen and were too easy to catch. I tested the game several times and adjusted the speed until it was challenging but still enjoyable. This helped me understand the importance of testing and improving code to make a game work effectively.This game could be used in the classroom to introduce children to coding concepts such as events, variables, and game design.
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