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Hi,
I really enjoyed reading your post. I like how you chose a simple activity that would be engaging for 3rd class while introducing an important concept about AI. Comparing a real image with an AI-generated one is a great way to encourage discussion and help pupils realise that not everything they see online is genuine.
I also think your focus on asking pupils to explain their reasoning is an excellent way to develop critical thinking skills. It encourages them to question information rather than accept it at face value. Overall, it sounds like a practical and age-appropriate lesson that would help pupils become more responsible digital citizens.
Class Stage: 6th Class
Curriculum Area and Learning Intention: English (Writing) with links to SPHE and Digital Learning. Pupils will understand that AI can be a useful tool for generating ideas, but they must think critically about the information it produces and recognise the importance of creating their own original work.
AI Concept Being Explored: Authorship and responsible use of AI.
Activity Outline: I would begin by asking pupils to write a short introduction to a story based on a simple prompt. I would then show them an AI-generated version of the same prompt. Working in small groups, pupils would compare both pieces of writing, discussing the strengths and weaknesses of each. They would identify which ideas they liked, what they would change, and how they could improve the AI version using their own creativity. The class would finish with a discussion about when AI can support learning and when pupils should produce their own work.
Critical Question: If AI writes part of your story, who is the real author?
Responsible-Use Consideration: Pupils should understand that AI can be used to generate ideas or support learning, but it should never replace their own thinking or creativity.
Supporting Critical Thinking: I would encourage pupils to justify their opinions by explaining why they preferred certain ideas and asking them how they could improve the AI-generated text. This would reinforce that AI is a tool to support learning rather than provide all the answers.
Evidence of Learning: I would gather evidence through group discussions, pupils’ annotated comparisons of the two texts, and a short written reflection where they explain one benefit and one limitation of using AI for creative writing.
Hi,
I really enjoyed reading your post. I like how you linked the Sustainability City world to the SESE curriculum and showed how it can help pupils learn about sustainability in an engaging way. Your idea of introducing key vocabulary before starting the lesson is a great way to ensure all pupils can participate confidently.
I also like your follow-up activity of designing an eco-friendly community. It encourages pupils to apply what they have learned and think about how sustainability relates to their own lives. Overall, it sounds like a fun and meaningful lesson that would promote collaboration, creativity and environmental awareness.
For this activity, I explored the Hour of Code: Generation AI demo world in Minecraft Education. I chose this world because I wanted to learn more about how AI concepts can be introduced to primary pupils in an engaging and age-appropriate way.
The world introduces pupils to artificial intelligence through a series of interactive coding challenges and problem-solving activities. As pupils progress through the different tasks, they learn that AI is designed by people and should be fair, safe and responsible. The lesson also encourages pupils to think critically about how AI is used in everyday life and the positive and negative impacts it can have on society.
The accompanying lesson plan provides clear learning objectives and step-by-step guidance for teachers. Pupils are introduced to key AI concepts before completing coding challenges that develop computational thinking skills such as sequencing, debugging and algorithm design. The resources also include teacher notes, discussion prompts and extension activities, making it easy to adapt the lesson for different class groups and abilities.
I think this lesson links particularly well with the Primary Curriculum Wellbeing area, as it encourages pupils to become responsible and informed users of digital technology. It also supports the development of critical thinking by encouraging children to question how AI works and why it is important for technology to be fair and trustworthy.
I would use this world with my class, but I would modify the pacing by allowing extra time for discussion after each challenge. I would also encourage pupils to work in pairs so they can share ideas and support one another when solving coding problems. As a follow-up activity, I would ask pupils to discuss examples of AI they encounter in everyday life and reflect on how it can be used responsibly. I think this would help reinforce the learning while encouraging collaboration and deeper understanding.
I created a Timed Catch/Collect game called Chicken Catch. In this game, the player controls a chick that moves left and right across the bottom of the screen. Chickens fall from the top of the screen, and the aim is to catch as many as possible before the timer runs out. Each chicken collected increases the player’s score, making it a fun and engaging game that also introduces the basics of coding and game design.
Curriculum Area: Science (Living Things) and Digital Technologies
Learning Objective: Pupils will develop their computational thinking skills by creating and modifying a simple game while identifying and discussing different farm animals and their characteristics.
Storyboard:
Location: A farmyard where chickens are falling from the sky.
Player: A chick controlled using the left and right arrow keys.
Game Elements: Falling chickens, a countdown timer and a score counter. The player must catch as many chickens as possible before the timer reaches zero. Each chicken caught earns one point, and the objective is to achieve the highest score possible.
While creating my game, I mainly used debugging as my computational thinking process. I tested the game after making each change to ensure the chick moved correctly, the chickens appeared at random positions, and the score increased whenever a chicken was caught. I also adjusted the speed of the falling chickens until the game felt challenging but still achievable for players. Testing and refining the game helped me understand the importance of making small changes and checking that each part of the code worked as intended.Link- https://makecode.com/_a4o9pkatE6bK
https://makecode.microbit.org/_5H6c7zJku87u
I completed the Reaction Game tutorial on MakeCode for the micro. I chose this activity because it combines coding with an element of fun and competition, while also introducing important programming concepts such as variables, timing and events.
The code displays a countdown before showing an image on the micro’s LED display. When the image appears, the player must press the correct button as quickly as possible. The micro measures the player’s reaction time and displays their score, allowing them to try again and see if they can improve. I enjoyed seeing how a few simple blocks could be combined to create an engaging game.
Link:
https://makecode.microbit.org/_5H6c7zJku87uI think this tutorial could easily be developed into an integrated STEM lesson. In Science, pupils could investigate how the brain and nervous system affect reaction times and discuss factors that influence how quickly we respond to stimuli. In Maths, they could record reaction times for the whole class, calculate averages, compare results and display the data using bar charts or line graphs. In Technology, pupils could modify the code by adding different levels of difficulty or changing the countdown. Finally, through Engineering, pupils could design a simple holder or stand for the micro to make the game easier to use. This activity would promote computational thinking, teamwork and problem-solving while showing pupils how coding can be connected to real-world scientific investigations.
Hi,
I really enjoyed reading about your game. I think the magical kingdom theme makes it very appealing, especially for younger pupils, and it is a creative way to make coding both fun and meaningful. I also like how you linked it to the Maths curriculum by focusing on spatial awareness and the x and y axes. Using a game to reinforce these concepts is a great way to make learning more interactive.
I also found your reflection on debugging very relatable. I had a similar experience while creating my own game, where testing the code regularly helped me identify mistakes and understand how different blocks affected the game. It definitely became easier to spot and fix errors as I went along.
Hi Michelle,
I really enjoyed reading your post. I think the Dice tutorial is a great choice because it is simple enough for beginners while still offering lots of opportunities to extend the learning. I particularly like how you linked it to all four STEM areas, as it shows pupils that coding is not just a standalone activity but something that connects to real-world problem solving.
Your Maths idea stood out to me the most. Using the micro:bit to generate data for tally charts and bar charts would make the topic of chance and probability much more engaging for pupils. They could even compare whether some numbers appear more often than others and discuss whether the dice is truly random.
I also liked your Engineering suggestion of designing a device to shake the micro:bit. That adds a creative, hands-on element that would appeal to many learners. As an extension, pupils could modify the code to create a themed dice, such as a multiplication dice, a PE activity dice, or a storytelling dice with different prompts.
Overall, it sounds like a really fun and meaningful STEM lesson that would encourage collaboration, investigation, and computational thinking.
I really enjoyed reading your reflection. I like the variety of digital tools you already use in your classroom, especially the virtual tours before school trips and having pupils record themselves reading. Both are great examples of using technology in meaningful ways to increase engagement and support learning.
I also agree with your point about digital assessment. It can be easy to use technology to make lessons interactive, but using the information gathered to inform future planning is another important step. I think your goal of incorporating more quizzes and polls is very achievable, and these tools can provide quick insights into pupils’ understanding.
Your plan to engage in further CPD and collaborate with colleagues is also a great idea. Sharing practical experiences and successful strategies within a school can be one of the best ways to develop confidence with new digital approaches. Best of luck with implementing your actions—I think they will have a really positive impact on both your teaching and your pupils’ learning.
After reflecting on the Looking at Our School (LAOS) 2022 framework, I have chosen to focus on the Learner Experiences domain, particularly the emphasis on pupils being actively engaged in meaningful learning and having opportunities to collaborate, think critically and take responsibility for their learning.
One strength in my current practice is that I regularly use collaborative learning activities where pupils work together to solve problems, complete investigations and share ideas. I also integrate digital tools such as interactive whiteboard activities and tablets to encourage participation and make lessons more engaging. I have found that pupils are more motivated when they can work together and use technology to present their learning in creative ways.
One area I would like to develop is giving pupils more opportunities to make choices about how they demonstrate their learning. While I provide a variety of activities, I would like to encourage greater pupil voice and ownership by allowing them to choose the digital tools or formats they use to complete certain tasks.
To develop this aspect of my practice, I will:
Offer pupils a choice of at least two digital formats (e.g. presentation, video or digital poster) for one assessment task each month.
Build in a pupil reflection activity at the end of one lesson each week to gather feedback on their learning experiences.
Review pupils’ work and reflections at the end of each term to evaluate whether increased choice has improved engagement and confidence.
I believe these actions are realistic and will help create a more learner-centred classroom where pupils feel empowered to take greater ownership of their learning while developing important digital and communication skills.