[Ciara Lavelle]

Hi Lorna,

I really liked your learning intention of encouraging pupils to question AI-generated information instead of just accepting it as true. I also think using a real image and an AI-generated image is a great way to get 3rd class pupils talking and thinking about what they see online.

One thing I was wondering is how you would explain that AI can sometimes create images that look very realistic but still aren’t accurate. Would you show a few different examples to help pupils spot the differences?

One idea that could work well is ending the lesson by creating a simple class checklist of questions pupils can ask when they come across AI-generated content, such as “Can I check another source?” or “Does this seem believable?” I think that would give them something practical to remember when using technology in the future.

[Ciara Lavelle]

For **4th Class**, I would plan this activity as part of **English** and **SPHE**, with the learning intention of helping pupils understand that while AI can be a useful tool, it does not always provide accurate or reliable information.

The AI concept I would explore is **accuracy and misinformation**. I would show the class a short AI-generated response to a simple question, alongside information from a trusted children’s website or book. Working in pairs, pupils would compare the two sources, identify any differences, and discuss which information they think is more trustworthy and why.

A key question I would ask is: “How do we know if information created by AI is correct?”. This would encourage pupils to think about checking facts rather than accepting every answer they receive.

We would also discuss responsible AI use, including never sharing personal information with AI tools and always asking an adult if they are unsure about something they read online.

To support critical thinking, I would model how to question information, compare different sources, and explain my reasoning before asking pupils to do the same. I would gather evidence of learning through group discussions, pupils’ explanations, and an exit ticket where each child writes one thing they learned about using AI safely and responsibly.

[Ciara Lavelle]

Hi Cassandra,

I really liked the feature of having an AI assistant help players solve problems around the fairgrounds. I think this makes the lesson more engaging and gives pupils a practical example of how AI can be used in everyday situations. It also links well with your STEM focus as it encourages children to think about both the opportunities and challenges that AI presents.

I agree with your idea of pre-teaching the vocabulary beforehand. AI can be a difficult topic for some pupils, so giving them time to become familiar with the language would really help.

One thing I would suggest is including a short discussion or reflection task at the end where pupils can share what surprised them most about AI. Do you think this could help deepen their understanding of the ethical issues you mentioned?

[Ciara Lavelle]

Minecraft Education Demo Lesson: CyberSafe: Home Sweet Hmm

The demo world I explored was CyberSafe: Home Sweet Hmm. This lesson introduces pupils to online safety through an interactive Minecraft adventure where they make decisions about different digital situations. It encourages learners to think critically about staying safe online, protecting personal information, and communicating respectfully.

The lesson plan includes guided gameplay, class discussion, and reflection activities. Its learning objectives are to help pupils recognise online risks, practise safe digital behaviour, and develop responsible digital citizenship. Teachers are also provided with a lesson guide, discussion prompts, and extension activities to support learning.

This lesson links well with the Irish SPHE curriculum, particularly the area of Personal Safety and Wellbeing, as well as the Digital Learning Framework, which promotes safe and responsible use of technology.

I would use this world with minor adaptations by slowing the pace, pausing for discussion after each activity, and finishing with a class reflection or online safety poster to reinforce the key messages.

[Ciara Lavelle]

Hi,

I like the underwater ocean setting and the idea of collecting bubbles because it connects well with your Science objective about fish and their environment. The timer and score features make the game fun and help players practise quick thinking and coordination.

A suggestion would be to add obstacles or special bubbles for extra challenges. Could you add different types of bubbles that give different points?

[Ciara Lavelle]

I created a MakeCode Arcade game based on the **Timed catch/collect** game style.

Game type:Timed catch/collect
Game title:Healthy Food Catch

**MakeCode Arcade game link: https://makecode.com/_LwL4tVi3LEe5

**Curriculum area and objective:**
The curriculum area for this game is **Health and Physical Education**. The learning objective is: *Students will identify healthy food choices and understand the importance of including nutritious foods as part of a balanced diet.*

**Simple storyboard:**
The game is set in a healthy food market where the player controls a character trying to collect falling healthy foods. The player is a child carrying a basket, and the game elements include falling apples, carrots, bananas, and other nutritious foods. The player must move left and right to catch as many healthy foods as possible before the timer runs out. Each healthy food item collected increases the score. The player wins by reaching a high score before time finishes. To avoid losing points, the player should avoid collecting unhealthy foods if they appear in the game.

**Computational thinking:**
The computational-thinking process I used was **iteration**. While creating the game, I tested different movement speeds, timer lengths, and scoring rules. I made changes after finding problems and improved the game step by step until it worked correctly and was more enjoyable to play.

[Ciara Lavelle]

I enjoyed reading your post. I liked how you linked the Clap Lights tutorial to different curriculum areas, especially Science and energy conservation. It makes the coding activity more meaningful and shows pupils how technology can be used to solve real-world problems.

I also think your focus on testing and improving the code is a real strength, as it encourages problem-solving and resilience. A nice extension could be having pupils work in pairs to design their own simple “smart” device using the same coding concepts.

[Ciara Lavelle]

I completed the **Flashing Heart** tutorial on the MakeCode micro:bit website. The code displays a heart icon on the micro:bit LED screen, pauses briefly, clears the display, and then repeats the sequence to create a flashing effect. It was a simple introduction to using loops and display commands, and I found it easy to follow.

**MakeCode share limk : https://makecode.microbit.org/_fHoPbeP6U4ue

I could use this tutorial as part of an integrated STEM lesson with younger classes by linking it to the SPHE topic of emotions or to Art by asking pupils to design and code their own symbols or patterns. Pupils could investigate how loops work in coding before creating personalised animations to communicate a message or feeling. This activity develops computational thinking, creativity, and problem-solving skills while also encouraging pupils to explain how their code works and collaborate with classmates.

[Ciara Lavelle]

I really enjoyed reading your reflection. One strength that stood out to me was the way you have already embedded hands-on STEM activities and peer tutoring into your mixed-age classroom. This is a great way to encourage collaboration and allows older pupils to take on leadership roles while supporting younger children.

I think your action of using tablets for pupils to photograph their work and record an explanation is particularly realistic and well focused. It is a simple strategy that promotes reflection, develops digital skills, and provides valuable evidence for School Self-Evaluation. Introducing Scratch coding through a simple animation is also a manageable next step that can gradually build pupils’ confidence.

One practical suggestion would be to encourage pupils to work in pairs when using Scratch, as this could promote discussion, problem-solving, and peer learning, particularly in a mixed-age setting. Including a short reflection at the end of each activity about what they learned and what they would improve next time would also provide valuable evidence for both pupil progress and School Self-Evaluation.

[Ciara Lavelle]

One strength I identified in my current practice is that I regularly use collaborative, hands-on activities to encourage pupil engagement and problem-solving. I believe these activities help children become active participants in their learning and develop confidence in working together. An area I would like to develop is integrating computational thinking and digital technologies more consistently across different curriculum areas rather than using them as standalone activities.
Using the Digital Learning Framework, I would like to focus on enhancing pupils’ digital learning experiences. My first action will be to introduce at least one unplugged computational thinking activity each month. Secondly, I will plan and teach one curriculum-linked coding lesson using MakeCode or the micro each term. Finally, I will explore Minecraft Education or AI literacy resources with one class group during the school year and reflect on pupil engagement and learning outcomes. These actions are realistic, measurable, and will support our School Self-Evaluation by strengthening digital teaching and learning while helping pupils develop important future-focused skills.

[Author]

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