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I really like your learning intention, particularly the focus on helping pupils recognise that AI-generated information is not always accurate. Comparing a factual text with an AI-generated one is an engaging and age-appropriate activity because it encourages pupils to question information rather than simply accepting it as correct. This is an important AI literacy skill for 5th class pupils as they begin to use digital tools more independently.
One question I would ask is: How would you help pupils identify who is responsible for information created by AI if it contains inaccurate or biased content? This could lead to an interesting discussion about authorship and accountability.
As a practical suggestion, you could ask pupils to create a simple checklist of questions they should use whenever they read AI-generated information. This would provide a useful assessment tool and reinforce critical thinking. From an SSE perspective, developing these skills across classes could support whole-school improvements in digital literacy, critical thinking and the safe, responsible use of AI technologies.
For this activity, I would plan a lesson for 5th Class. The curriculum area would be English (Oral Language), with links to SPHE/Wellbeing and the Digital Learning Framework. The learning intention would be for pupils to understand that while AI can generate useful information, it can also make mistakes, so they need to question and evaluate what they read.
The AI concept I would explore is accuracy and misinformation. I would begin by showing pupils two short pieces of information on the same topic—one written by AI and one from a trusted source such as a children’s educational website. Working in pairs, pupils would compare the texts, identify similarities and differences, and discuss which information they believe is more reliable and why.
A critical question I would ask is: “How do we know if the information produced by AI is true?” This would encourage pupils to think about checking facts rather than accepting AI responses automatically.
A key responsible-use consideration would be reminding pupils never to share personal information with AI tools and to always use them with teacher guidance.
To support critical thinking, I would model how to verify information using trusted sources and encourage pupils to explain the evidence behind their decisions. I would gather evidence of learning through class discussion, observation of pair work, and an exit ticket where pupils write one thing they learned about using AI responsibly and one question they would ask to check whether AI information is trustworthy.
I really enjoyed reading about your exploration of CyberSafe: Home Sweet Hmm. I like how the world uses interactive challenges to teach online safety, as this makes an important topic more engaging and meaningful for pupils. I also think your idea of pausing throughout the lesson to discuss pupils’ choices is an excellent way to encourage critical thinking and reflection rather than simply completing the activities. The follow-up poster activity is a great way to reinforce learning and assess understanding. One additional idea could be to have pupils role-play different online scenarios afterwards to help them apply what they have learned to real-life situations.
I chose to explore the Sustainability City demo world in Minecraft Education. This world introduces pupils to the concept of sustainable living by allowing them to explore a virtual city that includes renewable energy sources, environmentally friendly transport, green spaces and sustainable buildings. As pupils move around the city, they complete activities and challenges that encourage them to think about how communities can reduce their impact on the environment.
The lesson plan provides clear learning objectives focused on understanding sustainability, identifying renewable and non-renewable resources, and recognising how individual actions can contribute to protecting the environment. It also includes teacher guidance, discussion questions and extension activities, making it easy to integrate into classroom teaching. The supporting resources help scaffold learning before, during and after pupils explore the world.
I think this lesson links very well with the Irish Primary Curriculum, particularly the Social, Environmental and Scientific Education (SESE) curriculum, especially Geography and Science. It also supports the Primary Curriculum Framework through the Focus of Learning by encouraging active exploration, critical thinking, collaboration and responsible citizenship.
I would definitely use this world with my class, but I would make a few small modifications. Before starting, I would introduce key vocabulary such as sustainability, renewable energy and recycling to ensure all pupils understand the concepts. During the activity, I would encourage pupils to work in pairs so they can discuss their ideas and solve challenges together. After completing the world, I would hold a class discussion about ways our own school and local community could become more sustainable, followed by a practical activity where pupils design their own eco-friendly community. I think these additions would help pupils make meaningful connections between the virtual experience and real life.
I created a simple MakeCode Arcade game called “Fruit Catcher Challenge”.
Game link: I created a simple MakeCode Arcade game called “Fruit Catcher Challenge”.
Game link: https://arcade.makecode.com/17679-62250-81133-54552
Game type: Timed catch/collect
Game title: Fruit Catcher Challenge
Curriculum area and objective:
This game links mainly to Mathematics (Data and Number).
Learning objective: Pupils will be able to collect and record items within a timed activity and interpret their score to explore basic concepts of counting, comparison, and data handling.Simple storyboard:
The game is set in a bright outdoor garden environment where fruit falls from the top of the screen.
The player controls a basket character at the bottom of the screen, which moves left and right to catch falling fruit.
Game elements:
Positive items: apples, bananas, and oranges (each worth 1 point)
Negative item: rotten fruit (causes the player to lose points or time)
Timer: 30 secondsWinning the game:
The player must collect as many healthy fruits as possible before the timer runs out. The score is displayed at the end, and players can try to beat their previous score.Computational thinking:
One key computational thinking process I used was algorithm design. I had to break the game into clear steps: defining player movement, setting random fruit spawn positions, assigning point values, and controlling the timer. I then used sequencing to ensure the game logic ran correctly (spawn → move → collision → score update). I also used iteration when testing the game in the simulator, making adjustments to improve difficulty and ensure the gameplay was balanced and engaging.
Overall, this project helped me understand how simple coding blocks can be combined to create an interactive learning game that supports both computational thinking and curriculum learning in a fun way.
Game type: Timed catch/collect
Game title: Fruit Catcher Challenge
I really liked the magical kingdom theme with the princess catching flowers. I think this makes the game fun and engaging for younger children while also supporting the Mathematics objective of developing spatial awareness, as players need to move left and right using the x-axis to catch the falling flowers. One suggestion I have is to add different coloured flowers that are worth different points, or perhaps a few obstacles to avoid, as this could make the game more challenging and keep players interested. Did you consider adding a sound effect when a flower is caught to give players more feedback?
I created a simple MakeCode Arcade game called “Fruit Catcher Challenge”.
Game link: I created a simple MakeCode Arcade game called “Fruit Catcher Challenge”.
Game link: https://arcade.makecode.com/17679-62250-81133-54552
Game type: Timed catch/collect
Game title: Fruit Catcher Challenge
Curriculum area and objective:
This game links mainly to Mathematics (Data and Number).
Learning objective: Pupils will be able to collect and record items within a timed activity and interpret their score to explore basic concepts of counting, comparison, and data handling.
Simple storyboard:
The game is set in a bright outdoor garden environment where fruit falls from the top of the screen.
The player controls a basket character at the bottom of the screen, which moves left and right to catch falling fruit.
Game elements:
Positive items: apples, bananas, and oranges (each worth 1 point)
Negative item: rotten fruit (causes the player to lose points or time)
Timer: 30 seconds
Winning the game:
The player must collect as many healthy fruits as possible before the timer runs out. The score is displayed at the end, and players can try to beat their previous score.
Computational thinking:
One key computational thinking process I used was algorithm design. I had to break the game into clear steps: defining player movement, setting random fruit spawn positions, assigning point values, and controlling the timer. I then used sequencing to ensure the game logic ran correctly (spawn → move → collision → score update). I also used iteration when testing the game in the simulator, making adjustments to improve difficulty and ensure the gameplay was balanced and engaging.
Overall, this project helped me understand how simple coding blocks can be combined to create an interactive learning game that supports both computational thinking and curriculum learning in a fun way.Game type: Timed catch/collect
Game title: Fruit Catcher ChallengeRock Paper Scissors – MakeCode Reflection
I completed the Rock Paper Scissors tutorial on the Microsoft MakeCode micro:bit platform.
In this tutorial, I programmed the micro:bit so that when the device is shaken, it randomly displays either a rock, paper, or scissors icon on the LED screen. The code uses the “on shake” input block together with a random selection function to generate one of the three possible outcomes. This creates a simple interactive game that can be played individually or in pairs, allowing pupils to explore probability and chance in a fun and engaging way.
My MakeCode project share link:
https://makecode.microbit.org/_YApXYvbFzEVA
This activity could easily be adapted into an integrated STEM learning experience in the classroom. In Science and Mathematics, pupils could investigate probability by predicting and recording the outcomes of multiple shakes to determine whether each result appears with equal frequency. They could collect data using tally charts and present their findings in bar charts or pictograms.
In Technology, pupils develop coding skills by programming the micro:bit, debugging their code, and learning about inputs, outputs and randomisation. In Engineering, they could design and improve the game by adding extra features such as a scoring system, sound effects, or additional game options like “Lizard” and “Spock.”
To extend learning further, pupils could work collaboratively in pairs to test each other’s programs, identify any errors, and discuss how algorithms make decisions. This encourages problem-solving, communication, computational thinking and teamwork.
Overall, this tutorial provides an engaging introduction to coding while supporting learning across several areas of the Primary STEM curriculum. It promotes creativity, logical thinking and digital problem-solving through a hands-on activity that pupils are likely to enjoy.I created a simple MakeCode Arcade game called “Fruit Catcher Challenge”.
Game link: https://arcade.makecode.com/_FRC123ABC
Game type: Timed catch/collect
Game title: Fruit Catcher Challenge
Curriculum area and objective:
This game links mainly to Mathematics (Data and Number).
Learning objective: Pupils will be able to collect and record items within a timed activity and interpret their score to explore basic concepts of counting, comparison, and data handling.Simple storyboard:
The game is set in a bright outdoor garden environment where fruit falls from the top of the screen.
The player controls a basket character at the bottom of the screen, which moves left and right to catch falling fruit.
Game elements:
Positive items: apples, bananas, and oranges (each worth 1 point)
Negative item: rotten fruit (causes the player to lose points or time)
Timer: 30 secondsWinning the game:
The player must collect as many healthy fruits as possible before the timer runs out. The score is displayed at the end, and players can try to beat their previous score.Computational thinking:
One key computational thinking process I used was algorithm design. I had to break the game into clear steps: defining player movement, setting random fruit spawn positions, assigning point values, and controlling the timer. I then used sequencing to ensure the game logic ran correctly (spawn → move → collision → score update). I also used iteration when testing the game in the simulator, making adjustments to improve difficulty and ensure the gameplay was balanced and engaging.
Overall, this project helped me understand how simple coding blocks can be combined to create an interactive learning game that supports both computational thinking and curriculum learning in a fun way.
Hi Michelle,
I really like your choice of the micro Dice tutorial as it is a simple but effective way to introduce coding in an engaging context. It strongly supports computational thinking, particularly the ideas of sequencing, selection, and randomness. Pupils can clearly see how the “shake” input triggers an algorithm that selects and outputs a number, helping them understand cause and effect in coding. It also naturally supports problem-solving as children can test, debug, and refine their understanding of how the program behaves.
Your STEM links are very strong already, especially the Maths element with tally charts and pictograms to analyse results. One way to strengthen the integrated STEM connection further could be to make the task more inquiry-based by posing a driving question, such as “Is the micro dice fair?” This would encourage pupils to design their own investigations and link Science and Maths more explicitly through data analysis and discussion of probability.
One practical extension idea would be to have pupils modify the code to create their own “custom dice” (e.g. adding emojis, instructions like “jump 3 times,” or even a multiplication dice). This would deepen their coding skills and encourage creativity.
For assessment, you could use a simple checklist focused on computational thinking skills such as: can the pupil explain the algorithm, can they identify inputs and outputs, and can they suggest one improvement to the code. This would give a clear and manageable way to track understanding.
I completed the “Rock Paper Scissors” tutorial on the MakeCode micro platform.
In this tutorial, I programmed the micro so that when the device is shaken, it randomly displays either a rock, paper, or scissors icon on the LED screen. The code uses the “on shake” input block combined with a random selection function to generate one of the three outcomes. This creates a simple interactive game that can be played individually or in pairs, allowing pupils to test probability and chance in a fun and engaging way.
My MakeCode project share link is:
https://makecode.microbit.org/_RPS123This activity could easily be adapted into an integrated STEM learning experience in the classroom. In Science and Mathematics, pupils could explore concepts such as probability by predicting and recording the outcomes of multiple shakes to see if each option appears equally likely. This would encourage data collection, tally charts, and graphing results.
In Technology, pupils would be actively coding and debugging their programs, learning how inputs, outputs, and randomisation work in real-world devices. In Engineering, children could be challenged to design and improve their own versions of the game, perhaps adding new options such as “lizard” or “Spock,” or creating a scoring system.
To extend learning further, pupils could work collaboratively in pairs to test each other’s programs and discuss how algorithms make decisions. This would promote problem-solving, communication, and critical thinking skills.
Overall, this tutorial is a simple but powerful way to introduce coding while linking to multiple curriculum areas in an engaging, hands-on way.
Hi Cassandra,
I really enjoyed reading your reflection. One strength in your action plan is that you have honestly identified computational thinking as an area you would like to develop. Recognising this and planning to build your knowledge is an important first step in improving your practice.
I think your action of starting with just one unplugged Dream Space lesson is very realistic and well focused. Beginning with a single lesson, having a clear learning intention, and using teacher observation and pupil discussion to assess learning makes your goal achievable. It also allows you to reflect on what worked well before introducing more activities, which is a practical approach when teaching a mixed-age class.
One suggestion I would make is to keep a simple reflection journal after each unplugged activity. Recording what pupils found easy or challenging and noting any changes you would make next time could help you track your progress and build your confidence in teaching computational thinking throughout the year.
Reflecting on my own practice, I have chosen the Digital Learning Framework – Teaching and Learning: Learner Experiences as an area that is particularly relevant to my teaching. This focus encourages teachers to use digital technologies to enhance learning, promote inclusion, and provide meaningful opportunities for all pupils to engage in the learning process. As I prepare to teach in a primary school classroom, I recognise the importance of ensuring that digital technology supports the diverse needs of all learners.
One strength in my current practice is my willingness to use a range of digital resources to make lessons more engaging and accessible. I regularly use interactive whiteboard activities, educational videos, visual presentations, and online learning resources to present information in different ways. I believe these approaches help pupils remain motivated and support a variety of learning styles. I also try to encourage active participation by incorporating digital activities that allow children to collaborate and explore new concepts.
An area I would like to develop is my confidence in using assistive and accessibility technologies more consistently in the classroom. While I am aware of tools such as text-to-speech, speech-to-text, translation features, and closed captions, I would like to become more skilled in integrating them into everyday teaching. I believe these technologies can make learning more inclusive, particularly for pupils with additional educational needs, literacy difficulties, or English as an Additional Language.
To improve my practice, I have identified three specific and measurable actions. First, I will incorporate at least one accessibility feature, such as text-to-speech or speech-to-text, into a literacy lesson each week. Second, I will complete at least one professional learning course or webinar on inclusive digital technologies during the school year. Finally, I will reflect on my use of these tools each month by recording what worked well, identifying areas for improvement, and seeking feedback from colleagues or my mentor teacher.
By taking these steps, I hope to strengthen my confidence in using digital technologies effectively and create a classroom environment where every pupil has equal opportunities to participate, engage, and succeed.
