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Hi Linda, I really like how you’ve placed this activity within Maths, as my initial reaction to the brief was that it would naturally fit more within SPHE and digital citizenship. It was interesting to see it approached from a problem-solving and mathematical reasoning perspective instead.
Your post also reminded me of how important it is for pupils to understand that AI can sound very confident even when it is incorrect. For example, there have been instances where ChatGPT has given incorrect answers to simple questions, such as how many r’s are in the word “strawberry,” while this error has now been rectified, it highlights how easily misinformation can be presented as fact. I think this reinforces the importance of helping pupils recognise that AI is not always reliable, even when the response appears convincing.
A question I would consider is how we can help pupils develop a healthy level of scepticism without them completely losing trust in useful AI tools.
Class stage: 6th Class (currently in 6th class, but I think this would suit senior classes in general)
Curriculum area and learning intention: SPHE (Digital Citizenship) – To develop pupils’ understanding of responsible use of AI tools and the importance of critically evaluating information found online.
AI concept being explored: Accuracy, misinformation and authorship.
Activity outline: This lesson is based on an issue we experienced in school last year, where pupils were copying and pasting ChatGPT-generated information directly into project work without checking if it was accurate. Pupils will be given a sample AI-generated text on a familiar topic (e.g. space) and will compare it with trusted sources such as Britannica School or Scoilnet. In pairs, they will identify inaccuracies or missing information and discuss why AI responses may not always be reliable.
Critical question: Why might AI-generated information look correct but still be inaccurate or misleading?
Responsible-use consideration: Pupils will be reminded that AI tools should support learning, not replace understanding, and that all information must be checked against reliable sources before being used in schoolwork. As highlighted in Module 5, a confident answer does not always mean a correct answer, so pupils must learn to critically evaluate information rather than accept it at face value.
Supporting critical thinking: Pupils will also engage with short Minecraft Education videos that explain what AI is in simple, child-friendly language, including both the benefits and limitations of AI. These resources help pupils develop a clearer understanding of how AI works and why it must be used thoughtfully and critically.
Evidence of learning: Teacher observation, paired discussion notes, and a short reflection where pupils explain one example of misinformation they identified.
Hi Clodagh, I really liked your reflection on the Sustainability City demo. I think this really strengthens the learning objective because it allows pupils to see sustainability in action rather than just learning about it in theory. It makes the SESE Geography and Science links much more concrete and engaging for pupils.
I also think your idea of pairing pupils during the activities is a great way to support discussion and collaboration while they are exploring the world.
One suggestion I would make is to extend the follow-up work by allowing pupils to share their eco-friendly community designs with other classes or with the school’s Green Schools Committee. I think this would give pupils a real audience for their work and help strengthen their sense of ownership and responsibility, while also promoting sustainability awareness across the wider school community.
The Minecraft Education demo world I explored was “Bad Connection.” This lesson focuses on helping pupils recognise unsafe online interactions and develop strategies to stay safe in digital environments. In the world, learners move through three scenarios where they must decide who to trust, identify warning signs, and report suspicious activity.
The lesson supports clear objectives such as identifying unsafe online behaviour, spotting red flags, evaluating online relationships, and building confidence in reporting concerns. It also encourages open discussion around digital safety and reinforces the importance of seeking help from a trusted adult, even if a mistake has been made.
This links particularly well to SPHE and I think it is a very effective tool for highlighting the importance of online safety, as it is highly relatable for children. Many children in my school already engage with Minecraft, so it provides a meaningful way for them to explore online safety concepts and learn important skills without even realising they are doing so.
In my own classroom, I would use the world as it is, as Minecraft is not a platform I am currently very familiar with. However, I would incorporate teacher-led discussion pauses and simplified reflection activities to ensure all pupils fully understand the scenarios and can connect them to real-life online experiences.
Hi Cassandra, I really liked your game. The Princess catching flowers theme is very engaging and appealing for pupils and I think they would really enjoy playing it. I also liked how you have it linked to Maths and understanding of the x and y axis. It’s a great way for pupils to develop these skills without even realising it, as they are naturally using positional language and coordinates while playing the game.
One suggestion I would make is to include a sound effect when the flowers are successfully caught. This would enhance the player experience ad provide immediate feedback, making the game even more engaging and rewarding for pupils.
The game I created using MakeCode Arcade is called “Space Catch.” It is a simple timed catch-and-collect game set in space. The player controls an astronaut character using the arrow keys to move across the screen. Stars fall from the top of the screen every half second, and the player must collect as many as possible within 15 seconds. Each successful collection increases the score, and the game ends when the timer finishes.
MakeCode share link: https://makecode.com/_hmxTwqijr9ts
Curriculum Area: English – Procedural Writing
Learning Objective: To develop pupils’ ability to write clear, sequenced instructions explaining how to create a simple digital game using MakeCode Arcade.
Storyboard: The game is set in outer space with an astronaut as the main character. The goal is to collect falling space objects while avoiding missed opportunities. The player wins by achieving the highest possible score before time runs out.
Computational Thinking: I used debugging when testing my game to ensure that the sprites moved correctly, the timer function worked properly, and the collision events triggered the correct score updates.
Hi Catherine, I really like you idea of using the Micro:bit for self-assessment instead of traditional thumbs up/down. Using it for voting during SPHE/debates etc. is a really creative approach. I think the pupils would really enjoy it and would make reflection and checking understanding much more fun and engaging for them.
The tutorial I completed was on MakeCode Micro:bit was the ‘Flashing Heart’ activity. In this tutorial, I programmed the micro:bit to display a flashing heart animation on the LED screen using a simple loop. The code repeatedly shows and hides a heart icon, creating a continuous flashing effect.
Shar link: https://makecode.microbit.org/_R6s7AK2pR4go
In my classroom, I would adapt this tutorial into an integrated STEM lesson by linking it to design technology and maths. Pupils could first explore patterns and sequences using unplugged activities, then transfer this understanding to the micro:bit. They could design different flashing patterns or symbols and test them using the simulator before running the code on the device.
This activity would support computational thinking skills such as sequencing, debugging and pattern recognition, while also encouraging creativity and problem-solving in a hands-on, engagng way.
Hi Deirdre, I really like your idea around embedding computational thinking language through unplugged activities the we already use in the classroom. I think placing more emphasis on unplugged approaches is really valuable. While digital tools are fantastic for learning, these hands on activities are just as important for developing problem-solving and logical thinking skills in a very accessible way.
Digital Learning Framework Statement – The teacher selects and uses teaching approaches appropriate to the learning objective and to pupils’ learning needs.
Reflecting on my own practice, I think one of my strengths is that I am willing to try new digital tools and look for ways to make learning more accessible for pupils. As a SET teacher for the senior classes, I regularly use technology to support engagement and differentiation e.g. text to speech, EPIC books etc. and I have become much more aware of the value of the UDL plus-one approach through recent professional learning.
One area I would like to develop is using technology to support self-assessment and reflection, helping pupils to become more independent learners and giving them opportunities to recognise and celebrate their own progress.
Going forward my three actions would be:
1. Introduce Mentimeter to allow pupils to reflect on their understanding and confidence after a lesson.
2. I will explore digital self-assessment tools, such as simple exit tickets and quizzes, to help pupils identify what they have learned and any areas they need to revisit.
3. I will use Book Creator to support pupils in creating digital learning journals where they can reflect on their progress over time.
I really liked your idea of the weather diary Sarah. It’s such a simple but really effective way for children to notice patterns over time. It would have been especially interesting with the recent hot weather too, as they could compare extremes and start to see how conditions are changing in a very real, hands-on way.
Climate change is becoming much more visible in my local area. At the start of the 2026, we experienced severe flooding in the area, which even impacted some children’s ability to attend school as their homes and routes to school were badly affected. This really brought home how climate change is no longer something distant, but something that is directly affecting our school community.
In the classroom, I would explore this through SPHE, Geography and Science, using local examples, discussion and age-appropriate media to help pupils make connections between their own experiences and global climate issues.
Three simple actions we can all take are:1. Reducing waste and recycling properly – whole school initiatives such as litter pickers would be great here
2. Choosing to walk or cycle where possible
3. Turn off the lights when not required to save electricity
From a School Self-Evaluation perspective, this links well with wellbeing, sustainability and active citizenship, and helps embed Development Education across the school in a meaningful way.
I really like your idea of celebrating different cultures through books, music, art, food and language Yvonne. It’s a really natural way to make diversity visible and valued in the classroom. A “local food day” or cultural sharing day would be a lovely practical example of this, as it helps children experience and appreciate different backgrounds in a fun, inclusive way while also building empathy and understanding.
When looking at organisations supporting refugees and migrants, one relevant local example in South Dublin is the South Dublin County Partnership Migrant Integration Project. This service supports migrants and refugees through integration programmes, English language support, and access to education, training and community services. It highlights that migration is not just a global issue, but something that is directly relevant within our local community.
In schools, I think the most important action is creating a welcoming and inclusive environment for all pupils. This can include buddy systems, as was mentioned above, for new students, celebrating different cultures within the classroom, and ensuring that resources and displays reflect diversity. Simple, everyday practices can have a big impact on a child’s sense of belonging.
Students can also engage through awareness activities, cultural sharing, and projects that build empathy and understanding of different experiences. This links closely with SPHE and SSE priorities around inclusion, wellbeing and equality for all learners.
Sarah, I really like how you’ve linked SDG 13 to both local and global impacts. I also think this is becoming more relevant for children in Ireland now, as we are increasingly experiencing more extreme and unpredictable weather. This makes climate change feel much more real and immediate to them. Your ideas around making it practical in the classroom through cross-curricular links and small, achievable actions are great and will really help children to believe they can make a real difference. I especially like the emphasis on pupil voice through campaigns and initiatives, as it helps promote genuine active citizenship.