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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.