[Cathal Flannery]

I like how your learning intention combines Science and Literacy by asking pupils to fact-check information about Irish wildlife. Using a topic that pupils may already know something about should help them notice when a claim seems inaccurate and encourage them to investigate further.

This supports age-appropriate AI literacy because Sixth Class pupils are learning that AI can produce convincing information without fully understanding the topic. Comparing the article with reliable books and trusted websites also shows them that human judgement and evidence are still important.

One question pupils could explore is: How does not knowing who wrote the AI-generated article affect how much we should trust it?

As a practical assessment idea, pupils could complete a table with the headings claim, source checked, accurate or inaccurate, and corrected information. Each pair could then explain one error they found and the evidence used to correct it. This would make their fact-checking process and understanding clearly visible.

[Cathal Flannery]

Class stage: Fifth Class (Stage 4)

Curriculum area and learning intention:

This activity would link mainly to STEM Education, particularly Science – Living Things. The learning intention would be for pupils to observe and compare leaves, explore how data can help us investigate plant health and understand that an AI prediction must be checked against scientific evidence.

AI concept:

The main concept would be machine-learning image classification. Pupils would explore how a model is trained using examples and labels and then uses patterns to make a prediction.

Activity outline:

I would use Code Green Episode 4: Leaf Long Learners as an introduction. Pupils would first examine teacher-selected pictures of healthy and unhealthy leaves and discuss the features they notice, such as colour, shape, spots or damage. They would organise the images into labelled categories and consider whether the examples provide enough variety to train a reliable model. We would then look at sample predictions and compare them with our own observations and information from a trusted plant guide.

A critical question I would ask is: Could the model give an inaccurate or biased prediction if it was only trained using a small selection of leaves?

For responsible use, I would only use teacher-selected leaf images that do not contain pupils, names, faces or personal information. Pupils would be supported to use the steps pause, question, check and decide before trusting a prediction.

I would gather evidence of learning through pupil discussion, annotated leaf images and a short reflection explaining how labelled examples affect predictions and why AI does not replace scientific investigation.

[Cathal Flannery]

I agree that Fantastic Fairgrounds would be suitable for 5th and 6th Class. It could support purposeful game-based learning because pupils are given clear problems to solve in each pavilion. They must make decisions, analyse information and receive feedback as they work through the different challenges. This supports STEM Education by developing problem-solving, critical thinking and data-analysis skills while also introducing pupils to how AI can be used in real-life situations.

A meaningful additional link could be made with Language. After completing the world, pupils could work in groups to discuss whether AI can always be trusted and explain the benefits and possible risks of using it. They could then create a poster or short presentation about responsible AI use and present their ideas to the class. This would allow them to practise oral language, use new AI vocabulary and clearly explain what they learned during the activity.

[Cathal Flannery]

I chose the Fantastic Fairgrounds demo world because I thought it looked interesting and would appeal to pupils in my class. The world is based in a fairground that is not ready to open. The player works with an AI assistant to solve different problems and help get the fairground working properly.

The lesson includes three main areas: the Bee Pavilion, the Light Show Pavilion and the Art Pavilion. In these areas, pupils complete tasks such as gathering and analysing information about bees and pollution, matching patterns to repair a light show and thinking about consent before using photographs to create AI art. The main learning objectives are to give pupils a basic understanding of artificial intelligence, allow them to practise analysing data, introduce ethical issues connected to AI and explore how AI may be used in different careers. The supporting materials include an educator guide, a classroom presentation, vocabulary activities, extension ideas and a check-for-understanding sheet.

I think this world could link well with Science, particularly Environmental Awareness and Care. The Bee Pavilion could help pupils explore how pollution affects living things and how technology can be used to identify environmental problems.

I would use the world, but I would change the pacing for my pupils. I would spread the activities over a few lessons and allow pupils to work in pairs. I would pre-teach important vocabulary and include pause points after each pavilion to discuss what pupils had learned. I would finish with a short class discussion and reflection activity so that the learning would be clear and would not focus only on playing the game.

[Cathal Flannery]

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.

[Cathal Flannery]

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

 

 

[Cathal Flannery]

I really like your choice of the moving dog animation, as pets would provide an engaging and familiar starting point for pupils. This tutorial could develop coding and computational-thinking skills by helping pupils explore sequencing, loops, pauses and LED patterns. They would also need to test and debug their code to make the dog’s movements appear correctly.

To strengthen the integrated STEM connection, pupils could first investigate how dogs and other animals move. They could then create a sequence of animation frames that represents one movement accurately, combining Science observation with Technology and coding.

A useful support would be to give pupils a simple storyboard on which they could draw each animation frame before coding. As an extension, more confident pupils could add sound or use a button or shake input to trigger a different movement. Learning could be assessed by asking pupils to explain one coding choice and describe how they corrected or improved their animation.

[Cathal Flannery]

I completed the **Dice tutorial using MakeCode for micro:bit**. I programmed the micro:bit to act like a standard six-sided die by displaying a randomly selected number from one to six whenever the device is shaken. The program can also be tested using the shake function on the online simulator.

I could use this project as an integrated STEM activity in the classroom:

Science: Pupils could investigate how movement activates the micro:bit’s accelerometer. They could experiment with different ways of moving the device and observe whether this affects the program.

Technology: Pupils could use MakeCode to examine, test and modify the original program. They could change the images, introduce additional instructions or adapt the range of numbers displayed.

Engineering: Working in groups, pupils could design and build a simple device for shaking or holding the micro:bit using recycled materials such as cardboard tubes, paper cups or plastic bottles. They could test their designs and make improvements.

Mathematics: Pupils could roll the digital die repeatedly and record their results in a tally chart. They could then present the data in a pictogram or bar chart, compare the frequency of each number and discuss probability and randomness.

My Link https://makecode.microbit.org/S00138-79374-51871-99684

[Cathal Flannery]

I really like how clearly you’ve identified the strength in your current practice. Your use of LEGO WeDo with younger classes stands out because it’s genuinely hands‑on and builds computational thinking in a way that feels playful rather than intimidating. It’s obvious that pupils are getting meaningful experience creating and testing solutions, which is exactly what the Digital Learning Framework emphasises.

One of your planned actions feels especially realistic: introducing a simple digital assessment or reflection tool after coding lessons. Because your pupils are already used to explaining their thinking during LEGO activities, adding a short digital reflection—maybe a quick Seesaw voice note or a two‑question Form—should slot in smoothly without disrupting the lesson flow.

A practical question to consider is: how might you involve pupils in co‑creating the success criteria for their coding tasks? Even a short discussion could help them recognise what “progress” looks like and make your assessment evidence richer.

 

[Cathal Flannery]

I’ve been thinking about the Looking at Our School 2022 focus on Teachers’ Individual Practice, especially how we make learning visible. One strength in my current 4th‑class practice is that I already use plenty of hands‑on, discussion‑based problem‑solving tasks. The Dream Space material reminded me that “unplugged does not mean less rigorous,” and I see this every time my class works through a sequencing or pattern‑spotting activity. They enjoy it, and it builds confidence before we ever touch a device.

An area I’d like to develop is gathering clearer evidence of pupils’ computational thinking. The document emphasises observation, questioning and simple documentation, and I know I could be more intentional about capturing those moments.

My specific actions are:
From September, I’ll run one unplugged computational‑thinking activity each week and collect short pupil reflections.
By October, I’ll use a simple checklist during problem‑solving tasks to note decomposition, debugging or pattern recognition.
Before Halloween, I’ll introduce a paired “explain your strategy” routine and record brief audio notes to help track progress.

[Author]

Posts