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I really like this Rock, Paper, Scissors idea for the micro:bit. It is a simple and familiar game, which makes it very accessible for pupils, but it also has plenty of opportunities for meaningful learning. The use of the shake function makes the activity more interactive and engaging, and pupils would be able to see very clearly how their code produces a result on the LED screen.
I think the link with Mathematics is particularly strong. Pupils could explore chance and probability by predicting which outcome might appear most often, then testing this over a number of rounds. Recording the results in tally charts and representing them in graphs would make the activity even more valuable.
There is also good scope for differentiation and extension. Some pupils could focus on getting the basic game working, while others could add sound effects, a scoring system or improved images. Overall, it is a practical and enjoyable way to develop computational thinking.
I completed the Flashing Heart tutorial on MakeCode for micro:bit.
The code creates a simple flashing heart animation on the micro:bit LED display. It begins by showing one heart image, pauses for a short amount of time, and then changes to a second heart image. This gives the effect of the heart flashing or beating. I tested the project in the MakeCode simulator and it worked well. Although it is a simple tutorial, I think it is a very useful starting point for pupils because they can see the result of their code immediately. This makes the learning more engaging and helps pupils understand the connection between the code blocks and what appears on the micro:bit display.
Link: https://makecode.microbit.org/S06715-02223-24461-54834
I could develop this into an integrated STEM lesson by linking it with Science, Maths and SPHE. In Science, pupils could learn about the heart, pulse rate and how exercise affects the body. They could then design a flashing heart animation to represent a heartbeat. In Maths, pupils could explore timing by changing the pause length and comparing fast and slow beats. In coding, pupils would practise sequencing, loops, testing and debugging. They could also experiment with different LED patterns and explain why they chose particular designs.
This activity could support School Self-Evaluation in our school by providing evidence of pupils using digital technology creatively and meaningfully. It would also help to develop computational thinking in a practical, hands-on way while making clear links across different areas of the curriculum.
I really like the use of a local history topic that pupils may already know something about. The KWL chart is a good starting point, as it gives the children a chance to record what they think they know before comparing the different sources. Using a news report, a local account and an AI-generated response should also lead to a good discussion about why one source should not automatically be trusted over another. I think the critical question is very well focused and easy for pupils to understand. One practical suggestion might be to return to the AI response at the end and ask groups to rewrite or correct it using the evidence they found. This would show clearly what they had learned.
Class stage: 6th Class
Curriculum area and learning intention: English, Media Literacy and Digital Learning. Pupils will learn to question information generated by AI and check whether it is accurate.
AI concept: AI can produce convincing answers, but these answers may contain mistakes or made-up information.
Activity: I would give groups a short AI-generated information text on a topic we have already studied, such as World War 2 or the Solar System. Some information would be accurate while other details would be incorrect. Pupils would work in groups to fact-check the text using textbooks and reliable websites. Each group would highlight statements they could verify and identify anything doubtful or incorrect.
Critical question: If an AI answer sounds confident and convincing, does that mean it is true?
Responsible use: Pupils should not copy AI-generated information directly into their work without checking it.
To support critical thinking, I would model how to check a claim using more than one source and discuss the difference between evidence and opinion. Evidence of learning would be gathered through the pupils’ corrected texts, group discussions and a short exit ticket asking them to explain one rule they would follow when using AI for schoolwork.
I really liked the idea of pupils designing and building their own aeroplane rather than simply being shown how the forces of flight work. This gives the activity a clear purpose and supports the Science link with Energy and Forces, as pupils can explore ideas such as gravity, lift and thrust through trial and error. Working in pairs should also add to the experience, as pupils can discuss ideas and solve problems together. One practical suggestion would be to ask pupils to sketch and label their aeroplane design before starting the Minecraft activity. They could then compare their original plan with the finished design and explain what changes they made and why.
I chose the **Hour of AI: The First Night** demo world. The lesson is based around the familiar Minecraft challenge of surviving the first night. Pupils work through coding challenges and use an AI Agent to help gather resources, craft tools and build a shelter before night falls. The main learning objectives are to develop basic coding and computational thinking skills while also introducing pupils to the idea that AI tools need clear instructions and human oversight. The lesson is supported by a facilitator guide, solution guide and lesson plan resources. ([education.minecraft.net][1])
For an Irish curriculum link, I think this would work well with Maths and the focus on computational thinking and problem-solving. Pupils have to break a larger problem into smaller steps, test their solutions and make changes when something does not work.
For my 6th class, I would use the world mostly as it is, but I would slow the pacing slightly and have pupils work in pairs. I would also include a short follow-up discussion about what the AI Agent could and could not do without human instructions. This would help pupils think more critically about AI rather than simply seeing it as a tool that automatically knows the answer.
https://education.minecraft.net/en-us/resources/hour-of-ai-the-first-night
I really liked the timed element in your game. Giving the player only 20 seconds to catch the flowers adds a bit of pressure and makes the game more engaging. The link with spatial awareness is clear too, as pupils have to think about movement around the screen and how the x and y axes control the position of the character. I also found debugging one of the most useful parts of the MakeCode activities. One suggestion might be to add different types of flowers worth different points, or even an object that the princess has to avoid. This could add another level of problem-solving and give pupils more opportunities to experiment with the code.
Game type: Catch and Collect
Game title: Chase the Pizza
Curriculum area and objective: Maths – to engage pupils in computational thinking and problem-solving in a playful and enjoyable way.
Simple storyboard: The game is set in a blank abyss of nothingness. The player controls a plucky smiley character called pixElizabeth. The aim is very simple: use the controls to move pixElizabeth around the screen and chase down the pizza. Catch the pizza and you will ride eternal through the gates of Valhalla!
Computational thinking: Debugging was an important part of creating my game. I had made a small error with the sequence of the blocks by putting the countdown below the change score block. As a result, the game was not playing out as I had expected. I used the mini game controller to test the game several times and played around with the sequence of the blocks. Eventually, I identified the problem and moved the blocks into the correct order. This was a simple example of testing, identifying a problem and making changes until the game worked as intended.
https://arcade.makecode.com/S31629-77553-04762-52575?utm_source=chatgpt.com
Here’s the updated version with your share link added:
I completed the Flashing Heart tutorial on MakeCode for micro:bit.
The code creates a simple flashing heart animation on the micro:bit LED display. It shows one heart image, pauses, then changes to a second heart image, giving the effect of the heart flashing or beating. I tested it in the simulator and it worked well. It is a simple tutorial, but I think it is a good starting point for pupils because they can see the result of their code straight away.
[https://makecode.microbit.org/S06715-02223-24461-54834](https://makecode.microbit.org/S06715-02223-24461-54834)
I could turn this into an integrated STEM lesson by linking it with Science, Maths and SPHE. For example, pupils could learn about the heart and pulse rate, then design a flashing heart animation to represent a heartbeat. In Maths, they could explore timing by changing the pause length and comparing fast and slow beats. In coding, they would be using sequencing, loops and debugging. Pupils could also test different designs and explain why they chose particular patterns.
This could support SSE in our school by helping us gather evidence of pupils using digital technology creatively and developing computational thinking in a practical, hands-on way.
I really like the focus on giving children more ownership of their learning. The Class Poll sounds like a great way of getting honest feedback from the children, especially with the responses hidden. I think your plan to use exit tickets once a week is very realistic too. It is often better to introduce one small routine and stick with it rather than trying loads of new ideas at once! One practical suggestion might be to keep the digital reflection template very short, maybe just three questions about what went well, what was difficult and what they would like to improve. Do you think pupils could look back at their previous reflections each month and see if they have made progress?
As a teacher in the senior classes (6th), one area of the Digital Learning Framework I’d like to focus on is using digital technologies to support assessment and feedback. A strength I have at the minute is that the children are already pretty comfortable using digital tools for research, presentations and completing other classroom tasks. They are generally confident with technology and enjoy opportunities to use it in their learning.
An area I would like to develop is using digital tools more regularly for formative assessment rather than mainly for completing finished pieces of work. My first action would be to use a short Google Forms quiz or exit ticket at least twice a month to check understanding. Secondly, I would use the results to identify common difficulties and adjust future lessons or groupings. Finally, I would give pupils opportunities to reflect on their own progress using simple digital self-assessment activities.
These tools could also contribute to the SSE process. Anonymous pupil surveys could gather pupil voice, while Forms and Sheets could help collect and analyse evidence. This would make it easier to identify patterns, agree realistic targets and review whether changes in teaching practice are having a positive impact.