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I really liked your use of a real local event, as it makes the lesson meaningful and gives pupils an authentic reason to question the information they are reading. Comparing AI-generated content with primary and secondary sources is an excellent way to develop age-appropriate AI literacy and critical thinking. One question I would ask is whether pupils could identify any clues that suggest a piece of information has been generated by AI rather than written by a person. As an extension, you could use the pupils’ reflections from the KWL chart as evidence for School Self-Evaluation to help inform future digital literacy and AI learning across the school.
Although I currently teach Senior Infants, I have chosen 5th Class for this activity.
The lesson would link with SPHE (Media Safety) and English (Oral Language). The learning intention would be for pupils to understand that while AI can be a useful tool, its responses should be questioned and verified rather than accepted as fact.
I would use Code Green Episode 4: Leaf Long Learners as the starting point for a class discussion about how AI works and the benefits and limitations of using it. I would then present pupils with a short AI-generated information text alongside information from a trusted source on the same topic. Working in small groups, pupils would compare the two, identify any inaccuracies or missing information, and discuss which source they would trust and why.
A key question would be, “How do we know if the information was written by a person, created by AI or is even true?”
An important responsible-use message would be that AI can support learning, but it should never replace critical thinking or reliable sources.
I would support pupils by modelling how to question information, check multiple sources and justify their opinions with evidence. Learning would be assessed through group discussions, pupils’ comparison sheets and an exit ticket where each child identifies one way they can use AI responsibly in the future.
I really liked your choice of Cybersafe: Bad Connection. Using an interactive Minecraft world makes online safety much more engaging than a traditional lesson and encourages pupils to actively apply what they have learned by making decisions and solving problems. I could also see strong links with SPHE and Oral Language, as pupils could role-play different scenarios or explain why they chose a particular course of action. From an SSE perspective, this type of lesson could support whole-school priorities around digital learning, wellbeing and pupil voice, particularly if pupils were encouraged to reflect on their learning and help shape the school’s approach to online safety
I initially intended to explore one of the Minecraft Education demo worlds. However, the storage space required to download Minecraft Education was more than I had available on my device. Instead, I reviewed the lesson materials for the Garden Design Project.
The lesson challenges pupils to design and create a garden that meets a particular purpose while considering layout, planting and the needs of the people who will use the space. It encourages creativity, planning, collaboration and problem-solving as pupils work through the design process. The lesson plan provides clear learning intentions, teacher guidance, discussion prompts and opportunities for reflection, along with supporting resources to help teachers facilitate the activity.
Although the lesson is aimed at older pupils, I could see strong links with the Irish Primary Curriculum, particularly SESE, Visual Arts and the STEM focus on designing and making. For my Senior Infants class, I would simplify the task by focusing on what plants need to grow and encouraging children to design a simple sensory or wildlife garden. Our Senior Infants have 5th class buddies and I think that this would be an ideal activity for them to work on together as it would hold all of their interest. This could then be followed by practical outdoor learning, such as planting seeds or creating a small class garden, which we do as part of our Senior Infants curriculum anyway.
I would definitely adapt the pacing and provide more discussion and play-based exploration throughout. Even without accessing the Minecraft world itself, reviewing the lesson showed me how Minecraft Education can promote creativity, collaboration and inquiry-based learning in a meaningful way.
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.
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.
I like how your tutorial introduces children to computational thinking through sequencing, random outcomes and predicting what the program will do. Your Maths link to probability is a really strong way of integrating STEM. You could strengthen it further by asking pupils to compare the results from different groups and discuss whether increasing the number of coin tosses affects the outcome. As an extension, children could modify the code by designing their own images for heads and tails before testing each other’s programs.
I completed the Rock, Paper, Scissors tutorial on MakeCode. The program uses the micro:bit to randomly select either rock, paper or scissors each time the device is shaken. The choice is displayed on the LED screen using simple images and text. I found the tutorial straightforward to follow and it was a nice introduction to using variables, randomisation and event blocks.
MakeCode Share Link: https://makecode.microbit.org/_3qdA4xc4FJRt
I could easily turn this into an integrated STEM activity for my Senior Infants class. As part of Maths, the children could predict which choice they think will appear most often before testing the micro:bit several times. They could record the results using tally marks and create simple pictograms or bar charts. We could then discuss whether the outcomes were fair and introduce the idea of chance in an age-appropriate way. This could also link with SPHE by encouraging turn-taking, cooperation and playing games fairly. I think activities like this are a lovely way of introducing coding in a playful and meaningful context.
I really liked your reflection on wanting to move from using digital technology because it’s enjoyable to using it more purposefully. Your idea of introducing differentiated station teaching is a realistic and practical action that could have a real impact on pupil learning. One suggestion might be to trial it with one subject or class first and gather feedback from pupils before rolling it out more widely.
I have chosen to reflect on the Digital Learning Framework focus of Learner Experiences.
One strength in my current practice is using digital technology to enhance pupil engagement rather than simply replacing traditional activities. I have factored iPads in to our Integrated Learning through Play time where we are developing a theme using a wide range of experiences, including digitally. In my classroom, I regularly use interactive resources, visual supports and digital storytelling to reinforce learning. I also encourage children to use technology creatively, for example by recording their learning or sharing their work on Seesaw with their families. I find this strengthens home-school communication and gives children a real sense of pride in their learning.
Currently, in this area, I would tend to model the use of Seesaw. However, an area I would like to develop is providing more opportunities for children to use Seesaw as creators rather than consumers. Even at infant level, there is scope for pupils to have greater ownership of digital learning through photography, audio recordings and simple digital projects.
To support this, I will:
* Plan at least one pupil-created digital activity within each theme using Seesaw on the iPads.
* Introduce more opportunities for children to reflect on and explain their learning through voice recordings and photographs.
* Work with colleagues to share effective digital learning practices and identify resources that support the redevelopment of the Primary Curriculum.As both a classroom teacher and a member of the school’s leadership team, I think it is important to model effective and purposeful use of digital technologies. Small, manageable changes in classroom practice can contribute to a culture of continuous improvement and support whole-school priorities identified through School Self-Evaluation.
I agree that it’s very important to also look at what we can promote, like the promotion of biodiversity that you mention. So often we look at what we need to reduce or curtail and it can feel a little negative whereas it is also crucial to look at what we can positively promote.
Climate change is affecting the school’s local area. We are seeing increased river flooding in the town. Due to increased frequency of storms in recent years, flash floods have increased dramatically. This has affected every individual in the town as the river flows through the centre. It has negatively impacted on business and property in the area, as well as putting local flora and fauna at risk. It has damaged local Tidy Towns projects that focus on increasing biodiversity etc. There is also increased light pollution which is potentially having a negative effect on the local flora and fauna also.
Three actions to make the world a better place and slow down climate change:
1. Focus on sustainable transport options with a low carbon footprint ie. walking, cycling, or using public transportation whenever possible
2. Focus on energy efficiency/renewable energy. Use LED light bulbs, turn off lights and appliances when not in use
3. Advocate for change through raising awareness, lobbying and protestingIn the classroom, these could be implemented as follows:
1. Sustainable transport – children launch and run a campaign based on sustainable transport e.g. WOW i.e. Walk-On-Wednesday, Scoot/Cycle to School Week
2. Energy efficiency – Green Schools Initiative. Lightbulb survey. Write to the BOM requesting move to warm LED light bulbs. In-school campaign to turn off lights and appliances when not in use. Adjusting timers on external lights and ensuring the direction of the light is directed downwards
3. Make posters/banners and coordinate a local protest on climate change with other local schools, the Tidy Towns committee, other local organisations and local representatives. Invite local mediaI really enjoyed reading your reflection. I thought you struck a lovely balance between practical ideas and the importance of approaching the topic with sensitivity. I particularly liked your emphasis on creating a genuinely welcoming school environment and challenging misconceptions through education.
There are several organisations working with refugees in the wider Cork community. The Cork Migrant Centre’s (CMC) programs target people from all five direct provision centres in Cork as well as migrants, including refugees in the local Cork community. It recognises that not all migrants are refugees. To quote their website, http://www.corkmigrantcentre.ie , its ‘psychosocial programs target empowerment by giving these vulnerable individuals a voice and strengthening their physical, emotional, cognitive and social health. It also aids in their integration process.’ It also explains how it focuses on ‘building collaborations, partnerships’ and linkages (Nationally & Internationally) towards creating and enhancing opportunities for equality and equity.’
With this in mind, it would be wonderful to, as a class/school, link up with the CMC to organise a ‘Welcome Refugees’ event in the area. Children could write a letter/article for their local paper welcoming refugees. Children could write to their local and/or national representatives (e.g. Minister for Children & Youth) regarding direct provision and its infringements on SDGs and/or UN Human Rights and/or UN Rights of the Child. Children could link up with/have penpals with children who are refugees in the Direct Provision Centres in the county.
I really enjoyed reading your post. I agree that helping children see the impact of their everyday choices is one of the most effective ways to develop responsible habits from a young age. It also made me think about our Hot Meals Scheme. While it has many benefits for children and families, it has also highlighted the challenge of food and packaging waste in schools. It shows that even well-intentioned initiatives can have unintended consequences, making it all the more important to involve pupils in thinking critically about sustainable solutions rather than assuming there is always one perfect answer…maybe some of the adults need reminding too!!!
