[Ann Marie Feeley]

Hi Linda,
<p class=”p1″>I really like the idea of pupils checking the AI’s answers instead of assuming they’re correct. It’s a fun and meaningful way to show that AI is a helpful tool, but not one we should always trust without thinking and is a really practical way to introduce AI literacy while reinforcing problem-solving skills in maths. The activity also fits really well with maths because it encourages pupils to explain their reasoning and justify their answers. One idea you could add would be a simple checklist to help pupils decide whether the AI’s answer is accurate before they make their final decision.</p>

[Ann Marie Feeley]

Class Stage: 5th Class

Curriculum Area: SPHE – Myself and the Wider World (Digital Citizenship) and Oral Language

Learning Intention: Pupils will understand that AI is a useful tool, but they need to think critically about the information it gives them and check if it is accurate.

The AI concept being explored is accuracy and misinformation. I would start the lesson by asking the class where they have already come across AI. Pupils will possibly mention YouTube, TikTok, Snapchat filters, gaming or ChatGPT, so this is a good way to connect the lesson to their own experiences.
Next, I’d tell the class they’re going to become “AI Detectives” In mixed-ability groups, each group would be given an AI response to a simple question linked to something they’re already learning about, such as a local historical site, a time in History such as the Vikings or a summary of their class novel. They would compare it with information from a trusted children’s website or a library book and use a simple checklist to decide which facts they could trust. They would look for incorrect information, missing facts or anything that doesn’t sound right. We would also discuss responsible AI use, emphasising that AI can help us learn but should never replace our own thinking or be copied without checking the information first.

The main discussion question would be, “Just because AI gives us an answer, does that mean it’s always right?” This would lead to a class discussion about misinformation and why it’s important to double-check facts.
We would finish by talking about using AI responsibly. I’d explain that AI is great for giving us ideas or helping us get started, but it shouldn’t do our thinking for us or be copied without checking the facts first.

To support everyone, I’d use mixed-ability pairs, provide key vocabulary, model one example together and encourage pupils to explain the reasons for their choices. I’d assess learning by listening to group discussions, collecting their AI Detective checklists and asking each pupil to complete an exit ticket explaining one thing they’ll do differently the next time they use AI.

[Ann Marie Feeley]

Hi Catherine,

I really like how you highlighted the different areas of the Fantastic Fairgrounds and the way it links AI with real-life topics. The bee activity is a great example of combining technology with Science, as pupils can explore both AI and the natural world. Using it as a whole-class activity is a good approach. A suggestion would be to let pupils choose one zone afterwards to investigate further.

[Ann Marie Feeley]

I explored the Generation AI demo world in Minecraft Education and was really impressed with it. It introduces pupils to AI in a way that’s easy to understand and gets them thinking about how AI is already part of their everyday lives. It also encourages them to question what AI can do, when it’s useful and why it’s important to use it safely and responsibly.

The lesson comes with clear learning objectives, teacher notes and discussion prompts, which make it easy to follow. I also found the Dream Space video lesson really useful. It breaks down some of the bigger ideas around AI into language that children can understand. In our DEIS school, where pupils come with a wide range of abilities and experiences, I think the video would be a great way to introduce the topic before starting the Minecraft world. It would help build everyone’s background knowledge and give all pupils a chance to join in the discussions.

I could see this fitting in really well with SPHE, particularly around making safe and responsible choices, as well as developing digital citizenship. The Minecraft world itself is very engaging, and I think it would really appeal to senior classes.

I would use the world mostly as it is but would have pupils work in mixed-ability pairs so they could support each other throughout the activities. I would pause at different points to check understanding, explain new vocabulary and give pupils time to talk about what they were learning.

It also lends itself to a class discussion about where we already use AI, whether we can always trust the answers it gives and why it’s important to think about information we find online. I think this would lead to some really interesting conversations and help pupils become more confident and responsible users of AI.

[Ann Marie Feeley]

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.

[Ann Marie Feeley]

Game Type: Catch and Collect
Game Title: Lakeside Clean-Up

https://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.

[Ann Marie Feeley]

Hi Catherine,

I really like your idea of using the smiley buttons for wellbeing check-ins. It’s such a simple way to give every child a chance to express how they’re feeling. I also think your idea of using them for data handling in maths is great, as it makes collecting and analysing class data much more engaging.

[Ann Marie Feeley]

I completed the Coin Flipper tutorial. The code simulates flipping a coin. When the micro:bit is shaken, it randomly displays either Heads or Tails.

MakeCode Share Link: https://makecode.microbit.org/S06030-71251-10394-42177

I think this could work really well with a 5th class during a MATHS lesson on Chance and Data. Instead of using real coins, pupils could code their own coin flipper and then use it to investigate probability. They could start by predicting how many heads and tails they expect to get in 20 flips before testing their predictions. The class could collect their results, combine the data, and display it using tally charts, bar graphs or pictograms.

It also creates a great link between MATHS, TECHNOLOGY and CODING. As the pupils build and test their programs, they’ll learn about algorithms, random number generation and debugging while exploring probability in a practical, hands-on way that makes the maths much more meaningful.

In a SCIENCE lesson, I think the Coin Flipper would be a great way to explore fair testing and randomness. Pupils could compare the results from a digital coin flip with a real coin and see if they get similar outcomes over lots of trials. They could make predictions, record their results and discuss whether one method is more reliable than the other. It’s a simple activity that also helps develop investigation skills, data collection and interpreting results.

The tutorial was easy to follow, even if someone had little coding experience, and it was interesting to see how a few simple blocks of code could create a working program. I think the students would really enjoy this.

[Ann Marie Feeley]

Hi Rachel,

I really like the way you’ve highlighted how naturally the children use digital tools to work together. That’s a real strength because it shows technology is supporting learning rather than being the focus itself.

I also think your second action is very achievable and a very novel one too. Introducing one accessibility feature into every digital activity over a term is realistic and it also gives you plenty of opportunities to see what works best for different pupils without feeling overwhelming. It’s also a wonderful idea to introduce these tools to pupils who are probably not aware they exist.

One suggestion might be to ask the children which accessibility features they find most useful. Their feedback could help shape your planning and might even highlight supports that benefit the whole class, not just those who need extra support.

[Ann Marie Feeley]

One of my strengths is using technology to make teaching more engaging and manageable. As the school’s IT coordinator, I’m confident introducing new digital tools and supporting colleagues when they need help. I regularly use interactive presentations, online quizzes and AI tools to support my lesson planning, create differentiated resources and reduce planning time. Working in a DEIS school, these tools help me provide more accessible and engaging lessons to meet the needs of pupils with a wide range of abilities.

An area I would like to develop is using digital technology more effectively for formative assessment. While I collect evidence of learning, I would like to make better use of digital assessment tools to provide timely feedback and track pupil progress more consistently.

To achieve this, I will use an assessment tool such as Kahoot!, to check pupils’ understanding and will review the assessment data alongside pupils’ classwork to identify common gaps in learning and adjust my planning for individuals and small groups.

Finally, I will share one successful digital assessment strategy or tool with colleagues each term during a staff meeting encouraging staff to trial it in their own classrooms. During a recent workshop I heard about a school that holds a “TeachMeet’ once a term where they share new resources, tools or sites. I loved the idea. Some of the best ideas or resources I have found and use regularly came to me via a colleague or during a CPD course so it’s always good to share the nuggets.

[Author]

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