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For this activity, I created a Timed Catch/Collect game called “Eco Collector Challenge.”
MakeCode Arcade Game Link:
https://arcade.makecode.com/_Drf5-6QstyB4Curriculum Area and Learning Objective:
Science (Environmental Awareness) / Geography
Learning Objective: Students will identify recyclable materials and distinguish them from non-recyclable waste while developing quick decision-making and observation skills.Simple Storyboard:
Location: A local park where litter has been scattered.
Player: A recycling hero controlled using the arrow keys.
Relevant Game Elements: Recyclable items (plastic bottles, paper, cans) fall from the top of the screen alongside non-recyclable waste. The player has 60 seconds to collect as many recyclable items as possible while avoiding rubbish that cannot be recycled.
Winning/Scoring: Each recyclable item collected earns one point. Collecting the wrong item reduces the score or removes a life. The aim is to achieve the highest possible score before the timer ends.Computational Thinking:
One computational-thinking process I used was debugging. While developing the game, I tested it several times to ensure the correct items increased the score and incorrect items reduced lives. I also adjusted the falling speed of the objects to make the game challenging but achievable. Testing and refining the game helped improve both gameplay and the learning experience.This activity showed me how game-based learning can make curriculum content more engaging while reinforcing key concepts. MakeCode Arcade is an excellent tool for integrating coding, creativity and problem-solving into the classroom. I can see opportunities to adapt this game for different curriculum areas, such as Maths, Gaeilge or History, by changing the game objects and learning content while keeping the same game mechanics.
What a great variety of suggestions across the many curricular areas.
I have taken some great ideas here from reading your post and look forward to trying them out next year.
An area I would like to develop more myself is using digital assessment tools more consistently to gather evidence of student learning and inform my teaching. This links closely with School Self-Evaluation (SSE), as the evidence can help identify strengths, areas for improvement, and measure progress over time.
I completed the Rock, Paper, Scissors tutorial on MakeCode for the micro:bit. The program uses the A and B buttons to start the game, and when the micro:bit is shaken it randomly displays either rock, paper or scissors on the LED screen.
https://makecode.microbit.org/73569-71755-79195-36410
I could use this activity as part of an integrated STEM lesson by linking it with Mathematics through probability and chance. Pupils could predict which result is most likely, record the outcomes over several rounds, create graphs and compare their results with their predictions. They could then improve their code by adding ound effects. This activity develops computational thinking through sequencing, selection and testing.
For School Self-Evaluation (SSE), pupils’ completed projects, observations and reflections could provide evidence of progress in digital learning and computational thinking. Teachers could also use pupil feedback to evaluate engagement and plan future STEM learning.
I like that you want to give the more able pupils more opportunities to work together and really challenge themselves. Encouraging them to collaborate and reflect together would be a real strength because it helps build teamwork and critical thinking. Your idea of planning one lesson every week seems realistic and easy to keep going during the school year. It would be so interesting to ask pupils for short feedback after each lesson so you can use their ideas to support your School Self-Evaluation and plan your next steps.
In the Digital Learning Framework focus on Learner Experiences, I think one strength in my teaching is that I encourage pupils to work together and solve problems. I already use digital tools to make lessons more engaging and to give pupils opportunities to share their ideas.
One area I would like to develop is using computational thinking more regularly across different subjects, not just during STEM activities.
My actions are:
Plan and teach one Dream Space STEM lesson each month.
Complete one professional learning session on computational thinking this term.
Collect pupil feedback after STEM lessons and review it as part of our School Self-Evaluation (SSE).These actions are clear and achievable, and they will help me measure progress over time. Using the Dream Space resources and pupil feedback will support our SSE process by showing what is working well and where we can improve. I hope this will help build pupils’ confidence, creativity and problem-solving skills while improving my own teaching practice.
We do a whole school beach clean each year and it is a wonderful day for all involved. I would highly recommend it.
Climate change is already impacting our local area through increased rainfall, more frequent flooding, and noticeable changes in local biodiversity. Trees are flowering earlier, and pollinator numbers are declining. These subtle but significant changes provide real, tangible learning opportunities for pupils. In my classroom, I would begin with a nature walk around the school to observe local environmental changes, followed by discussions using images, data, and news articles. Pupils would record their observations in climate journals and explore the science behind what they see.
To inspire action, I would involve them in three key projects:
Creating a school biodiversity garden to support local wildlife.
Reducing energy use by leading a “Switch It Off” campaign.
Writing letters to local representatives asking for more climate-friendly policies.
These activities empower children to be part of the solution while developing critical thinking, empathy, and agency.
Development Education & SSE:
Development Education supports SSE by embedding global citizenship, critical reflection, and student voice into teaching and learning—promoting whole-school improvement through meaningful, values-based actiI fully agree with your comment that we don’t need to reinvent the wheel. There are amazing initiatives going on in many schools all around the country, and like you say theses are not just beneficial to the refugee children but all children regardless of nationality.
In our community, a direct provision centre houses around 90 asylum seekers, while approximately 200 Ukrainians and potentially hundreds more pass through or settle in the community as we are a ferry port location.
Local volunteer groups like “Rosslare Harbour Friends of Ukraine”, Wexford Volunteer Centre, and Rotary Wexford have coordinated food, clothing, language tuition, and integration supports
Amid community debates about service capacity,our school serves as a “School of Sanctuary”, welcoming students from 17 nationalities and running refugee integration programmes.
Our school can support refugees by:
Partnering with local organisations, such as Wexford Volunteer Centre or Rosslare Friends of Ukraine, coordinating donation drives or language support for asylum-seeking families.
Implementing a “School of Sanctuary” framework, training staff and students in refugee-inclusive practices and anti-bias education.
Engaging parents and the wider community through open events showcasing students’ refugee-support work, encouraging dialogue, and inviting local media to highlight these positive initiatives.
Through such actions, students learn active citizenship, empathy, and community solidarity, contributing meaningfully to both local integration and global justice.
Your post highlights the importance of empowering children without overwhelming them—balancing action with understanding. I love the idea of student-led initiatives and connecting with the wider community to amplify impact.
One Sustainable Development Goal (SDG) that deeply affects children both locally and globally is SDG 13: Climate Action. Children are increasingly experiencing the effects of climate change—be it extreme weather events, pollution, or eco-anxiety. Locally in Ireland, many children are witnessing flooding, changes in biodiversity, and rising energy costs affecting their families. Globally, children in the Global South face food insecurity, water shortages, and displacement due to environmental disasters.
To support Education for Sustainable Development (ESD) to 2030 Priority Action Area 5, I would empower students to take action at the local level by creating a “Climate Action in Our School” project. This would include activities like energy-saving initiatives, biodiversity planting, and lobbying the school for greener policies. I would also use stories and case studies of children in other parts of the world, encouraging empathy and a sense of shared responsibility. Through student-led campaigns and reflection, children can see their power as change-makers in their community and beyond.
Thank you for sharing such a powerful and heartfelt reflection. Your example really captures both the deep-rooted nature of gender stereotypes and the positive impact that a safe, inclusive classroom environment can have on children’s confidence and identity. I love how you actively challenge stereotypes with your Senior Infants and empower them to see these ideas as “utter NONSENSE!”—that phrase alone shows how deeply your students are absorbing and internalizing those lessons.
The story about the child wearing the skirt and denim jacket is incredibly moving and shows how critical early intervention through Development Education can be. It’s also a strong reminder of the importance of whole-school approaches. As you highlighted, while your class responded with acceptance, the lack of similar engagement in another group led to harm. Embedding Development Education and gender equality into School Self-Evaluation (SSE) could help ensure that such values are shared and practiced across the entire school community.
Gender stereotypes begin influencing children from an early age and often shape their self-perceptions, career aspirations, and behavior in the classroom. I recall a scenario in a junior classroom where a group activity involved building a simple structure with blocks. A boy quickly took on the leadership role, directing others, while the girls were more hesitant and often deferred to him. When I later asked why, one girl replied, “He’s better at building because boys do that.” This moment highlighted how deeply embedded gender assumptions can be, even in early education.
Development Education methodologies—such as critical questioning, cooperative learning, and global citizenship themes—can challenge these assumptions. By exposing students to diverse role models and encouraging reflection on fairness, rights, and equality, we can foster more inclusive attitudes. Integrating this into SSE allows us to evaluate how our teaching practices either reinforce or dismantle stereotypes, and adapt to promote equality and student voice.
Love this idea of a Global Day. We as a School pof Scanctury always have an international Day each year which the pupils love. So linking these two together would be fantastic.
Ehigie (2021) emphasizes the crucial role of global citizenship in addressing global inequalities and promoting sustainable development. The paper highlights how we as educators must prepare students to think critically about justice, equality, and interconnectedness. Development Education is central to this aim, encouraging learners to understand global issues and empowering them to act responsibly. In my own teaching, I would aim to include Development Education by linking curriculum topics to real-world contexts—for example, integrating climate change discussions into science or using global trade in geography. Activities like debates, project-based learning, and partnerships with schools abroad can bring global issues to life. Promoting a whole-school ethos of global awareness can enrich the learning experience, helping students develop empathy, critical thinking, and agency.
Development Education supports School Self-Evaluation (SSE) by promoting active, reflective learning and global awareness. It enhances key areas like student engagement, inclusion, and wellbeing—fostering a school culture focused on values, participation, and continuous improvement in a changing world.