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Hi Mallorie, I agree that Development Education helps children become informed, empathetic and responsible global citizens. Your idea of using discussions, stories and real-life topics across different subjects is a practical way to make learning meaningful. Collaborative planning would also help ensure that Development Education becomes a consistent, whole-school approach rather than a once-off activity.
Ehigie argues that global citizenship begins with recognising our shared humanity and understanding that issues such as poverty, racism and inequality affect us all. I found his idea of the “system of self” especially important: change begins when individuals reflect on their own attitudes and choices, then work with others to challenge injustice. He also presents education as essential for developing empathy, awareness and social responsibility.
Development Education is important because it helps pupils question stereotypes, consider different perspectives and understand the connection between local and global issues. It also gives children the confidence to believe that their actions can make a difference.
In my teaching, I would integrate Development Education across subjects. Pupils could explore migration in history and geography, equality in SPHE, climate change in science and global issues through English, art and drama. I would also encourage pupil-led projects based on solidarity rather than charity.
To involve colleagues, I would share resources and suggest whole-school themes. Development Education could support School Self-Evaluation through pupil surveys, teacher reflection and work samples, helping the school set targets for inclusion, pupil voice and global citizenship.Hi Michelle, I like the highlighting task because it gives 3rd class pupils a simple way to question whether an AI response is accurate or fair.
It supports age-appropriate AI literacy by showing that AI-generated text should be checked rather than automatically trusted.
One question pupils could explore is: “Whose experiences might be missing from this story?”
As a practical assessment idea, I would ask pupils to explain why they changed one sentence. Their reason would show whether they understood the issue of fairness or bias.
I would use the Gairdin Climate Zones unplugged activity with Stage 4 (5th/6th Class). The activity asks pupils to examine climate data and climatographs, identify similarities and group places according to climate patterns. Behind this, pupils are being introduced to the AI concept of clustering, where data with similar characteristics can be grouped together.
Lesson link here for anybody interested – https://gairdin.eu/climate-zones/unplugged
My curriculum area would be Social and Environmental Education – Geography. My learning intention would be: pupils will interpret climate data, identify patterns and use evidence to group locations with similar climatic characteristics. This fits well with Geography’s focus on exploring the natural environment and developing geographical investigation skills.
I would begin by giving groups a selection of climate graphs from different locations. Pupils would decide how to group them and explain the patterns they noticed. I would then introduce the idea that a computer can also analyse the data and form clusters based on similarities. The important discussion would be that the computer is finding patterns in the data provided; it does not automatically “understand” climate. This links closely with Module 5’s explanation of machine learning as identifying patterns from examples and then testing predictions.
My critical question would be: “Could the computer group a location incorrectly if it was given limited or incomplete climate data?”
A responsible-use consideration would be that pupils should not accept an AI output as automatically correct. We would compare the grouping with the original climate data and reliable Geography sources. To support critical thinking, pupils would complete the grouping themselves before seeing the computer’s result and then discuss any differences.
I would gather evidence of learning through pupils’ annotated climate graphs, their reasons for grouping locations and a short exit question: “Why might an AI system make an inaccurate prediction?”
Hi Lucy, I liked your idea of having pupils test and improve their aeroplane designs. That links the Minecraft activity clearly to the Energy and Forces objective, as pupils are not just building for appearance but thinking about how flight works.
Working in pairs also makes sense here because pupils can explain their design choices and solve problems together.
One practical suggestion might be to give pupils one focused question before they begin, such as “What change could you make to improve your aeroplane design?” They could then compare their first and final builds and explain what they changed and why.
I chose the Minecraft Education demo world Hour of AI: The First Night. I am not very familiar with Minecraft myself, so I found the structured nature of this world helpful. The aim is to survive the night by completing a series of tasks with the support of an AI Agent. The player has to train the Agent to help collect materials, make tools and build a shelter. The lesson introduces ideas such as classification, pattern recognition and checking AI outputs.
The lesson plan is designed for approximately 45–60 minutes and includes six main tasks: collecting wood, making tools, building a shelter, crafting a door, adding light and making a bed. The learning objectives include developing an understanding of AI, using computational thinking to identify rules and relationships, and learning to test and verify the Agent’s responses.
In terms of the Irish Primary Curriculum, I would link this most closely with STEM Education, particularly Technology and computational thinking. A possible Focus of Learning would be for pupils to use classification and pattern recognition, test a digital system and identify errors or unexpected results.
I would definitely slow the pace down and add regular discussion points. As I am not an experienced Minecraft user, I would probably try the lesson myself first and use the teacher resources closely. For my pupils, I would split the activity over more than one session and pause after each main task to discuss what the Agent learned, what went wrong and what had to be changed.
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.
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.
Hi Rebecca, I think this tutorial is a good way of introducing the idea of inputs and outputs because pupils can immediately see the connection between the button they press and the response from the microbit. It could also lead naturally into computational thinking by asking pupils to plan how they would represent additional emotions before changing the code.
To strengthen the integrated STEM element, I like the idea of a wellbeing device, but I would give the pupils a specific design problem, such as creating a device that allows someone to communicate how they are feeling without speaking. This would bring the engineering design and testing process more clearly into the activity.
A simple assessment idea would be to ask pupils to explain one input, the process in their code and the resulting output. This would give clear evidence of their understanding rather than just whether the code works.
The tutorial I completed was the Step Counter tutorial in MakeCode for microbit. The code uses the microbit to count movement as steps and keeps a running total, which can then be displayed on the microbit. I tested the code using the simulator and found it interesting to see how a simple piece of code could be linked to a real-world use of technology.
My project link: https://makecode.microbit.org/_5m7Megh3Xgux
I think this tutorial could be developed into a very good integrated STEM project for my class. We could begin in Science by looking at exercise, movement and the importance of physical activity. The pupils could then use the microbit step counter to collect data during different activities, such as walking, running or completing a set course.
From there, I would turn it into an iSTEM investigation. Are everyone’s step counts the same over the same distance? Is the microbit step counter accurate? Does where you wear or hold the microbit affect the result? Pupils could compare results, calculate differences and display their data in Maths. They could then test, debug and modify their solution to improve its accuracy. This would give a meaningful real-world context for coding and allow pupils to measure, compare, test and improve, which links well with the integrated STEM approach explored in Module 2.Hi Lorna, I think the strongest part of your plan is that you are treating STEM as part of normal classroom practice rather than as an extra subject or a once-off activity. Linking the monthly challenge to an existing SESE or Maths topic makes that action particularly realistic, as the learning intention is already there and the STEM approach becomes a way of deepening the learning.
Your use of pupil reflection is also useful from an SSE point of view. Rather than relying only on teacher observation, you are building in pupil voice and gathering evidence about how children experience the activities.
One practical suggestion might be to keep a very simple record after each activity, The CT skill you noticed, one example of pupil learning and one change for next time. Over time, those short records could provide useful evidence of progress and help identify a more focused area for SSE.
I found the focus on the Digital Learning Framework, Domain 3: Teachers’ Individual Practice particularly relevant to my own practice. One of my strengths is my confidence and subject knowledge in STEM education. I regularly create opportunities for pupils to problem-solve, collaborate and learn through practical STEM challenges.
However, reflecting on my practice, I think an area I would like to develop is making pupils’ computational thinking more explicit and visible. At times, I know that a task involves computational thinking, but I may not always name the process for pupils or gather clear evidence of how their thinking developed. The point from the module about assessing the thinking process, rather than just whether the task was completed, really resonated with me.
I plan to explicitly identify one computational thinking process in at least one lesson each week. I will also use a short reflection question, such as What did you change and why?, to gather pupil feedback after each activity. Finally, I will collect and review three examples of pupil thinking each week, through photographs, annotated plans or pupil explanations, and use this evidence to adapt my next lesson.
That sounds like such a lovely, well-rounded project. The idea of using the wildflower videos as a hook and tying everything back to the local landscape such a great way to bring learning to life.
For our class project in Longford, we would explore the scientific and natural heritage of our local area by focusing on the River Camlin and St. Mel’s Cathedral.
We’d begin with seasonal biodiversity walks along the river, recording plants and insects using the Seek app and National Biodiversity Data Centre resources. Pupils would also investigate the engineering behind St. Mel’s Cathedral, especially its reconstruction after the fire. In art, children could create rubbings of tree bark or design stained-glass-style window art. In history, we’d research local engineers or scientists using the Dictionary of Irish Biography. I would also try to get guest speakers who were involved in the rebuild of St Mels in addtion to parish representives to speak with the class. The project would run over the school year, with termly project days and regular classroom activities.
All pupils would engage through hands-on science, creative writing, mapping, and group presentations. By linking SESE, STEM, and the arts, this project fosters curiosity, collaboration, and a deeper appreciation of Longford’s rich local heritage.
That sounds like such a brilliant project. I really like the manner how your post is linking local history with real engineering design. Using newspaper and tape is so clever. Additionally, adding the criteria make it challenging and add in realistic challenges that engineers face. The comparison between the two bridges adds a great learning layer too.
