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Hi Michelle, one real strength in your learning intention is how clearly you focus on reading, interpreting and critically evaluating information. That emphasis is perfect for 6th class because it supports age‑appropriate AI literacy: pupils aren’t just spotting the wrong answer, they’re learning how AI can sound correct while still being inaccurate, which is exactly the kind of critical thinking they need. This aligns strongly with accuracy in AI and helps pupils see AI as something to question, not simply trust.
A helpful question to deepen the discussion could be: ‘What clues might show that an AI‑generated statement is confident but not actually reliable? ‘This links naturally to misinformation and authorship. A practical suggestion would be to add a short reflection sheet where pupils justify their final choice using evidence from Britannica School or prior knowledge. You could also consider a quick whole‑class discussion comparing how different groups reached their conclusions, supporting critical comparison and reinforcing responsible use.
For pupils in 5th/6th Class , I would introduce an AI literacy activity using a teacher provided AI‑generated scenario. The lesson would integrate within SPHE and Digital Citizenship, with the learning intention that pupils will understand how AI tools create content and how to question its accuracy, fairness and purpose.
The AI concept explored is AI‑generated text and the possibility of bias or misinformation.
Activity Outline: Pupils are shown a short AI‑generated ‘news update’ about a school event. Working in groups, they compare it with a teacher‑written version. They identify differences, discuss why the AI might have made certain assumptions, and highlight any inaccuracies or missing context. Groups then rewrite one section to make it clearer and more reliable.
A critical question for discussion: How do we know if AI has made something up, exaggerated information or left out important details? This links naturally to bias and accuracy in AI systems.
A responsible‑use consideration is reminding pupils that AI should support their thinking, not replace it, and that they should always verify information with a trusted source.
To support critical thinking, I would use prompts such as: What evidence can you find? What would you ask the author (human or AI)?
Evidence of learning would be gathered through group discussion notes, a KWL chart, and short pupil reflections explaining what they changed and why.
Hi Nicola, Your choice of the Fantastic Fairgrounds demo world is a brilliant example of purposeful game based learning. It intertwines creativity, design thinking and mathematical reasoning in a way that feels meaningful. Because pupils must make use of measurement, area, perimeter and budgeting while building their fairground, the game directly supports STEM education: they’re using problem solving, spatial reasoning and computational thinking.
A particularly strong aspect of your approach is the follow up reflection where pupils explain the mathematical reasoning behind their choices. This step deepens understanding and helps them articulate how STEM concepts shaped their design decisions. A meaningful additional curriculum link could be Visual Arts. Pupils could sketch their fairground layout beforehand or evaluate how colour, symmetry and design choices influence the final build. This would extend the learning beyond maths and into design principles, giving them a richer creative understanding.
I explored the Minecraft Education CyberSafe: Bad Connection demo world for this activity, and I was really impressed by how effectively it uses scenario‑based challenges to teach online safety. In today’s digital world, helping pupils navigate online interactions is essential, and this resource provides an engaging, problem‑solving context for doing exactly that.
Overview: Participants work through a series of interactive scenarios involving peer pressure, unsafe online behaviour, and suspicious requests for personal information. As they progress, pupils must decide who to trust, when to block or report a user, and when to seek help.
Learning Objectives and resources: Pupils should be enabled to: identify and respond appropriately to unsafe online interactions, recognise suspicious behaviour in digital communication, report concerns confidently, evaluate and verify online relationships. The teacher resources includude; discussion prompts, clear guidance notes, and a range of extension activities that deepen learning. Irish Curriculum Focus: There is a clear link with SPHE, more specifically digital citizenship and staying safe online. It also supports Digital Learning by encouraging pupils to think about how they use technology in their lives.
I would use the world exactly as it is, as it’s already highly engaging and covers a wide range of meaningful discussion topics. If needed, I would differentiate by pausing at key moments to allow pupils time to reflect, discuss, or predict outcomes. This would help ensure all learners can access the content confidently.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.
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 Clodagh,
Your Rock Paper Scissors tutorial is a great example of how computational thinking can be developed through MakeCode. The way you used the on shake input and random selection encourages pupils to think about events and conditions, which are important elements of Computational Thining. Even the act of predicting outcomes and debugging the code supports logical reasoning and problem‑solving.
To strengthen the integrated STEM link even further, you could add an investigation where pupils compare the outcomes from the digital Rock Paper Scissors game with outcomes from a physical version played in pairs.
A practical extension would be to have pupils compare algorithms by testing each other’s programs. They could fill out a two stars and a wish to record errors, suggest improvements, and complement its features. This supports assessment for learning and encourages collaboration.I decided to complete the Dice microbit tutorial. The dice code shows numbers 1 to 6, similar to a traditional dice. When you press the shake button or move your cursor across the microbit simulator, one of these numbers will then appear randomly There is also a sound to show the dice has been shaken.
This is the link to my project ; https://makecode.microbit.org/S32950-05129-58031-47798
I could use the digital dice project to create an integrated STEM learning experience for my class, learners could work in small groups to design, build, and test a dice using technology and engineering skills to experiment with the shake sensor, add sound effects, and refine their design through testing and debugging. Mathematics would also be used to explore number patterns, counting, and probability by recording how often each number appears. The children could compare results, create tally charts, or discuss whether the dice is truly random.
Hi Ciara,
I found your reflection engaging and very insightful. You highlighted the importance of active learning and explained collaboration in a thoughtful way. Your decision to incorporate AI literacy resources is a strong step forward, especially given the wide range of tools now available to teachers. I also think your plan to introduce at least one unplugged activity each month is a realistic and sustainable goal. It shows you are not placing unnecessary pressure on yourself and are giving pupils time to settle in and become familiar with new routines.
One suggestion I would make is to keep a simple log of the activities you try and note which ones worked best. This will support your future planning and help you build a bank of effective digital and unplugged learning experiences over time.
For this reflection, I have chosen to focus on the Digital Learning Framework: Domain 3- Teachers’ Individual Practice. A key strength in my current practice is my ability to integrate a range of digital technologies to design meaningful learning and assessment activities for pupils. For example, during my 3rd Class placement last year, I used Microsoft Copilot during literacy lessons to support idea generation in narrative writing. This approach empowered pupils to take ownership of their learning and develop unique, creative stories, while also building their digital confidence.
An area I would like to further develop is using digital technologies to make assessment more clear, accessible and transparent for parents, enabling them to make informed decisions about their child’s learning. To strengthen this aspect of my practice, I plan to collaborate with my colleagues to share effective strategies, engage in additional CPD courses focused on digital assessment, and explore digital platforms such as ClassDojo or Aladdin to communicate pupil progress more effectively. These tools would support clearer reporting, enhance home school communication, and ensure parents have a deeper understanding of their child’s learning journey.