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I really liked your micro:bit dice activity as it introduces key coding concepts such as variables, random number generation and sequencing in a simple, engaging way. It also encourages computational thinking as pupils test, debug and refine their code to ensure the dice works as expected.
To strengthen the integrated STEM link, you could extend the lesson by having pupils investigate probability. They could predict how often each number should appear, record the results from multiple rolls and compare the experimental results with the theoretical probability using tables or graphs.
As part of our School Self-Evaluation (SSE), this type of activity could provide useful evidence of pupils’ computational thinking and problem-solving skills. A practical extension would be to ask pupils to modify the code to create a 10-sided dice or a dice with custom values, allowing them to demonstrate their understanding while encouraging creativity and independent thinking.
I completed the Rock, Paper, Scissors tutorial and found it really fun and interesting. You can find my project here:
https://makecode.microbit.org/_RL5L1vTY4Y68
This tutorial guided me to code a micro:bit so that when shook, it would display either a rock, paper or scissors icon to enable the user to randomise the response.
A Rock, Paper, Scissors micro:bit coding activity could easily be developed into an integrated STEM lesson. Pupils would learn coding skills by programming the micro:bit using variables, random number generation and selection statements in MakeCode. They could then investigate whether the game is truly random by making predictions, carrying out repeated trials and recording their results. This provides a meaningful opportunity to explore probability, data handling and graphing in Mathematics, while also developing scientific skills such as fair testing, observing patterns and drawing conclusions from evidence. Pupils could work collaboratively to test and improve their programs, explaining their thinking and debugging their code together. This approach makes coding more purposeful and helps pupils see clear links between digital technologies, mathematics and scientific inquiry.
For my reflection, I have chosen the Digital Learning Framework focus on Learner Experiences, particularly enabling pupils to become active participants in their own learning through purposeful use of digital technologies.
One strength in my current practice is that I regularly use digital technology to enhance teaching and learning. Pupils use Chromebooks and Google Classroom to access resources, complete assigned work, collaborate with classmates and present their learning in different ways. I have found that these tools increase engagement and help pupils develop confidence in using technology across the curriculum.
An area I would like to develop is the integration of computational thinking into everyday classroom learning. Following Module 1, I can see the potential of the Microsoft Dream Space Brain Bytes activities to develop pupils’ problem-solving, pattern recognition, decomposition and logical thinking skills. Rather than viewing computational thinking as something linked only to coding, I would like to use the Brain Bytes activities to support learning across a range of subjects.
My action plan for next year is to:
* Introduce one Microsoft Dream Space Brain Bytes activity every fortnight and encourage pupils to reflect on the computational thinking skills they used/developed.
* Include at least one unplugged or Brain Bytes computational thinking activity within a cross-curricular unit each month.
* Use evidence from pupil reflections, work samples and teacher observations as part of our School Self-Evaluation (SSE) process to evaluate the impact of these activities on pupil engagement and problem-solving.I believe these actions are achievable and measurable. They will help me embed computational thinking more intentionally while also providing valuable evidence to support our school’s Digital Learning Framework and School Self-Evaluation priorities.
I really enjoyed reading your reflection. One of the strengths of your post is that you clearly recognise the importance of making digital learning purposeful rather than simply using technology for its own sake. Your experience of teaching a range of age groups also shows that you are carefully considering the different needs of your pupils.
I think your action to reintroduce digital portfolios is particularly realistic and well focused. It builds on something you have already used successfully, so it should be manageable to implement while giving pupils regular opportunities to reflect on their learning and take greater ownership of their progress.
One suggestion would be to include a simple reflection prompt after each portfolio entry, such as “What computational thinking skill did I use today?” or “What would I do differently next time?” This could strengthen links with activities while also providing valuable evidence for your School Self-Evaluation process.
