[Megan Donoghue]

I really liked your learning intention because it links AI with the local environment and gives pupils a real-life example of how AI can be used. I think this is a good way to introduce AI literacy as it helps pupils understand that AI has practical uses while also encouraging them to think about how it works.

I also liked that you plan to introduce the key vocabulary before starting the lesson. This is appropriate for a multigrade class as it gives all pupils a good understanding of the topic before moving on to more challenging ideas.

One question I have is how you would help pupils decide whether the AI’s results are always accurate. Would they compare the AI’s suggestions with information from another source or their own observations?

As a suggestion, you could finish the lesson with a short exit ticket where pupils write one thing they learned about AI and one question they still have. I think activities like this could also support School Self-Evaluation (SSE) by helping schools develop pupils’ AI literacy and encouraging safe, responsible and critical use of AI across the curriculum.

[Megan Donoghue]

I planned an AI literacy activity for 5th Class.

Curriculum Area and Learning Intention

The curriculum area is English. The learning intention is for pupils to understand that AI can generate information and ideas, but that the information should always be checked using reliable sources.

AI Concept Being Explored

The activity focuses on accuracy and misinformation. Pupils will learn that AI can sometimes make mistakes or provide incorrect information, so it is important to think critically rather than believing everything they read.

Activity Outline

I would begin by showing pupils a short piece of information created by AI about a well-known animal or landmark. Pupils would then work in pairs to compare the AI response with information from a trusted book or child-friendly website. They would identify which facts are correct, discuss any differences they find and decide whether they think the AI response is reliable.

Critical Question

How can we tell if information created by AI is accurate and trustworthy?

Responsible-Use Consideration

Pupils should understand that AI is a useful tool for learning, but it should not replace their own thinking or research. They should always check information before using it in their schoolwork.

Supporting Critical Thinking

I would encourage pupils to explain their answers, ask questions and provide evidence for their opinions. Working in pairs would also allow them to discuss different ideas before sharing with the class.

Evidence of Learning

I would gather evidence by listening to pupils’ discussions, asking them to complete a short exit ticket explaining one thing they learned about AI, and checking whether they could identify reliable and unreliable information. I think AI literacy could also support School Self-Evaluation (SSE) by helping the school develop pupils’ digital literacy skills and encouraging the safe and responsible use of AI across different curriculum areas.

[Megan Donoghue]

Hi Aine, I really liked that you included discussion breaks throughout the lesson instead of completing the whole world in one go. I think this supports the learning objective because it gives pupils time to think about the online safety messages and talk about how they apply to real-life situations. The follow-up poster activity is also a good idea as it helps pupils work together and reinforce what they have learned.

One suggestion would be to ask pupils to create a short online safety scenario in small groups and explain how they would respond. This would give them another opportunity to apply their learning. I also think using Minecraft Education in this way could support School Self-Evaluation (SSE) by helping the school develop pupils’ digital citizenship skills and encouraging teachers to use more interactive digital learning experiences across the curriculum.

[Megan Donoghue]

I explored the CyberSafe: Home Sweet Hmm demo world in Minecraft Education.

The lesson focuses on online safety and helps pupils learn how to make good choices when using technology. As they move through the world, they complete different activities and challenges that teach them about topics such as protecting personal information, creating strong passwords and recognising safe and unsafe online behaviour. The interactive tasks make the lesson engaging and encourage pupils to think about real-life situations.

The lesson plan provides clear learning objectives and step-by-step guidance for teachers. It also includes discussion questions, classroom activities and supporting resources that can be used before and after exploring the world. The main aim is to help pupils become responsible and safe digital citizens while developing problem-solving and critical thinking skills.

I think this lesson links well with the SPHE curriculum, particularly in helping pupils make safe and responsible choices. It also supports Digital Learning by encouraging pupils to think carefully about how they use technology in everyday life.

I would use this world with my class, but I would make a few small changes. I would slow the pace by stopping at different points to discuss what pupils have learned and give them time to ask questions. I would also include a follow-up activity where pupils work in groups to create a class poster about staying safe online. I think this would help reinforce the key messages and give pupils the chance to apply what they have learned.

[Megan Donoghue]

I really liked the underwater theme of your Fish and Bubbles game. I think collecting bubbles is a fun idea and it fits well with the Science objective because it encourages pupils to think about fish and their underwater environment while they play. The countdown timer also makes the game more exciting and keeps players focused on collecting as many bubbles as possible before time runs out.

One suggestion would be to add a few obstacles, such as seaweed or rocks, that the player has to avoid. This could make the game a little more challenging and help develop pupils’ problem-solving and decision-making skills. I was also wondering if you thought about adding different types of bubbles that are worth different numbers of points to make the game even more fun.

[Megan Donoghue]

Chase the pizza:https://makecode.com/_J1wLF0gArbe5

I would use this game as part of Physical Education (PE). The learning objective is for pupils to develop their reaction time, hand-eye coordination and decision-making by avoiding a moving object.

The game takes place in a simple open area. The player controls a character using the arrow keys to move around the screen. A pizza chases the player, and the aim is to avoid being caught for as long as possible. The longer the player avoids the pizza, the better they do. If the pizza catches the player, the game ends.

One computational thinking skill I used was debugging. I tested the game several times to make sure the character moved properly and that the pizza followed the player correctly. When something did not work as expected, I made small changes to the code and tested it again until everything worked. This helped me understand that coding involves testing, fixing mistakes and improving the program step by step.

[Megan Donoghue]

I enjoyed looking at your Coin Flipper project. I think it is a good way to introduce coding because it helps pupils understand how inputs, outputs and random selection work together. One way to strengthen the integrated STEM link would be to have pupils collect the results from a large number of coin flips and create a bar chart to compare the number of heads and tails. They could then discuss whether the results match what they expected and learn more about probability. As an extension activity, pupils could change the code to keep track of how many heads and tails have been flipped. For assessment, the teacher could ask pupils to explain how the code works and describe one change they made to improve or personalise their project.

[Megan Donoghue]

I completed the Flashing Heart tutorial on MakeCode for micro: https://makecode.microbit.org/_YrD2HeKKJiAH

The code makes the micro display a heart icon and creates a flashing effect. I tested it using the MakeCode simulator and it worked as expected. It was a simple tutorial, but it helped me understand how to use the basic coding blocks and create a repeating sequence.I think this tutorial could be turned into an integrated STEM lesson within the classroom. In Technology, pupils would learn the basics of block coding using MakeCode. In Science, they could explore how LEDs work and how the micro displays images. In Engineering, pupils could design and make a greeting card or simple decoration that includes the micro with the flashing heart. In Maths, they could investigate repeating patterns and timing by changing how fast the heart flashes. It gives pupils opportunities to build confidence with coding, solve problems and work together while developing digital skills across the curriculum.

[Megan Donoghue]

Hi Orla,

I like how you have identified computational thinking as an area you want to develop. It shows you have thought about how digital learning can support children’s thinking skills, not just their use of technology.

I think your plan to use unplugged Dream Space activities regularly is realistic because they can be easily built into lessons without needing lots of devices or extra preparation.

One suggestion would be to start by trying one activity each week and then reflect on which ones worked best. Have you thought about asking the children for feedback on the activities to help plan the next steps?

[Megan Donoghue]

One area of the Digital Learning Framework that stands out to me is Teaching and Learning – Teachers’ Individual Practice, especially using digital technology to support active and inclusive learning.

I think one of my strengths is using digital technology to make lessons more interesting and give children different ways to learn. For example, I use virtual tours before school trips, BeeBots when teaching directions and simple coding, and iPads for children to record themselves reading and listen back. I have found that these activities help to keep children engaged and encourage everyone to take part.

One area I would like to improve is using digital technology for assessment. Although I use lots of digital resources during lessons, I don’t always use the information from these activities when planning what to teach next. I would like to get better at using digital assessment to check children’s understanding and help me decide what they need to work on.

To help me improve, I plan to use digital assessment tools, such as quizzes or polls, more often as part of my teaching. I would also like to complete more CPD courses to learn about new ideas and resources. I think it would also be helpful to spend more time sharing ideas with colleagues and learning from each other’s experiences.

I feel these are realistic goals that will help me improve my teaching, support the children’s learning and contribute to our school’s work on digital learning.

[Author]

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