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I really enjoyed reading your activity. I think your learning intention is very clear and age-appropriate, and I particularly like how pupils are encouraged to question whether AI-generated content is fair and accurate rather than simply accepting it. The use of highlighting and rewriting sentences makes the concept of bias very accessible for primary pupils.
One question I would ask is how you might extend the discussion if pupils disagreed about whether a sentence was fair or accurate. This could lead to some valuable conversations about perspective and the importance of checking information using trusted sources.
As an extension, pupils could work in small groups to create their own “AI checklist” outlining the questions they should ask whenever they use AI. This would reinforce responsible AI use while providing a useful assessment of their understanding.
Class Stage: 5th Class
Curriculum Area and Learning Intention: English (Oral Language) and SPHE (Wellbeing). Pupils will explore how Artificial Intelligence generates information and develop the skills to question whether information produced by AI is accurate, reliable and appropriate.
AI Concept Being Explored: Accuracy, misinformation and responsible use of AI.
I would begin the lesson by asking pupils to use an AI tool to generate a short paragraph about a familiar topic, such as hurling or Kilkenny. Pupils would then compare the AI-generated response with information from trusted sources such as books or reputable websites. Working in small groups, they would identify any inaccuracies, missing information or misleading statements before discussing why it is important not to accept AI-generated content without checking it.
A key discussion question would be: “How do we know if information created by AI is true or accurate?”
A responsible-use consideration would be discussing why pupils should never share personal information with AI tools and should always use them with teacher guidance.
To support critical thinking, pupils would use a simple checklist to ask questions such as: Who created this information? Can I verify it? Is it supported by another trusted source? This would encourage them to think critically rather than accepting information at face value.
Evidence of learning would be gathered through pupil discussions, completed comparison checklists and a short written reflection explaining how they verified the information they found.
As our school is a DEIS Band 1 primary school, this activity supports our DEIS Action Plan, which incorporates the principles of School Self-Evaluation. Developing AI literacy will strengthen pupils’ digital literacy, critical thinking and responsible use of technology while providing evidence of learning through pupil voice, teacher observations and samples of pupil work.I really enjoyed reading your reflection. I agree that Bad Connections is an excellent resource for teaching online safety, particularly because it presents realistic scenarios from a pupil’s perspective rather than simply telling children what to do. I also like your idea of linking it with the Weaving Wellbeing programme, as it reinforces the importance of identifying trusted adults and making safe choices online.
One suggestion would be to include a follow-up activity where pupils create their own online safety scenarios or class guidelines based on what they learned in the Minecraft world.I explored the Minecraft Education demo world CyberSafe: Bad Connection.
This interactive lesson focuses on helping pupils develop their understanding of online safety and digital citizenship. Throughout the world, pupils encounter a range of realistic online scenarios where they must make decisions about communicating safely, recognising online risks and responding appropriately to different situations. The immersive nature of Minecraft Education encourages pupils to actively engage with these scenarios while reflecting on the consequences of their choices.
The lesson plan provides clear learning objectives centred on promoting responsible online behaviour, developing critical thinking and encouraging pupils to become safe and respectful digital citizens. It also includes a teacher guide, discussion prompts and extension activities that support learning before, during and after gameplay, making it straightforward to implement in the classroom.
This lesson links particularly well with SPHE, supporting pupils in developing the knowledge, skills and attitudes required to stay safe online and make responsible decisions when using digital technologies. It also complements the Digital Learning Framework by encouraging pupils to use technology safely, ethically and responsibly.
I would use this world with my 5th class but would adapt the pacing by pausing at key decision points to facilitate class discussion and allow pupils to justify their choices. As a follow-up activity, I would ask pupils to work collaboratively to create a class Digital Citizenship Charter, encouraging them to apply what they have learnt to real-life situations.
As our school is a DEIS Band 1 primary school, activities such as this support our DEIS Action Plan, which incorporates the principles of School Self-Evaluation. Minecraft Education promotes collaboration, communication, critical thinking and digital literacy while providing meaningful evidence of pupil engagement through discussion, reflection and pupil voice. These outcomes can help inform future planning for digital learning across the school.I really enjoyed reading about your Word Catch/Star Catcher game. I like that you have already thought about how it could be adapted into a literacy activity by replacing the stars with high-frequency words. I think this would provide a fun and engaging way for pupils to reinforce word recognition while developing their digital skills.
One suggestion to strengthen the curriculum link would be to include different levels of vocabulary so the game could be differentiated for a range of abilities. As an extension, pupils could create their own word lists linked to a class topic and test each other’s games. Have you considered adding a bonus item or extra points for collecting specific target words to increase the challenge?
I created a timed catch/collect-style game called Coin Flip using MakeCode Arcade.
MakeCode Share Link: https://makecode.microbit.org/S68203-12852-71290-41525
The game is based on a simple coin toss where the player flips a coin to randomly display either heads or tails. It introduces pupils to the concept of chance and probability in a fun and engaging way while demonstrating how random events can be programmed using MakeCode Arcade. The game uses randomisation to ensure that each coin flip produces an unpredictable result, similar to flipping a real coin. This provides an excellent opportunity to discuss fairness, probability and data handling with pupils.
Curriculum Area: Mathematics – Data and Chance
Learning Objective: Pupils will investigate chance by predicting, recording and comparing the outcomes of repeated coin flips, using the results to discuss probability and fairness.
Storyboard
• Location: A simple game screen displaying a coin.
• Player: The player presses a button to flip the coin.
• Game Elements: A coin sprite, a random outcome (heads or tails) and a score or result display.
• Objective: The player flips the coin repeatedly and records the outcomes. The aim is to investigate whether the results become closer to 50% Heads and 50% Tails over many flips while exploring the concept of randomness.
The computational thinking skill I used most was algorithm design. I created a sequence of instructions that responds to the player’s input, generates a random outcome and displays the correct result. I also used debugging throughout the design process to ensure the coin displayed the correct image each time and that the random function behaved as expected.
As our school is a DEIS Band 1 primary school, activities such as this support our DEIS Action Plan, which incorporates the principles of School Self-Evaluation. Using MakeCode Arcade encourages pupil engagement, develops computational thinking and digital literacy, and promotes problem-solving through practical, hands-on learning. Teacher observations, pupil voice and samples of pupils’ games could be used as evidence to evaluate the impact of these activities and inform future digital learning priorities.<p class=”isSelectedEnd”>I completed the Flashing Heart tutorial in MakeCode for the micro. This tutorial introduced me to the basic layout of the MakeCode environment and demonstrated how to use the show LEDs block inside a forever loop. The code continuously displays a heart on the micro’s LED display, introducing key programming concepts such as sequencing and repetition in a simple and engaging way.</p>
<p class=”isSelectedEnd”>MakeCode Share Link: https://makecode.microbit.org/S81249-60981-56939-12322</p>
<p class=”isSelectedEnd”>I could easily turn this tutorial into an integrated STEM learning experience with my 5th class. After completing the tutorial, pupils could investigate how LED displays work before designing and programming their own symbols or animations to communicate a message or emotion. This would integrate science (electricity and technology), mathematics (pattern and spatial awareness), visual arts (design) and English (communicating ideas). Pupils would also develop important computational thinking skills such as algorithms, debugging and iteration as they create, test and improve their programmes.</p>
<p class=”isSelectedEnd”>To extend the activity, pupils could work in pairs using a pair programming approach where they plan, code, test and debug together before sharing their finished projects with the class. Peer assessment and teacher observation could be used to assess pupils’ understanding of coding concepts and their ability to solve problems collaboratively.</p>
As our school is a DEIS Band 1 primary school, our school improvement priorities are identified through our DEIS Action Plan, which incorporates the principles of School Self-Evaluation. Using MakeCode and the micro:bit would support these priorities by increasing pupil engagement, developing digital literacy and promoting collaboration, creativity and critical thinking. Evidence such as pupil work samples, teacher observations and pupil voice could be used to evaluate the impact of these activities and inform future planning for digital learning across the school.Hi Clodagh,
This is a great example of how coding can be used to develop computational thinking in an engaging and interactive way. The use of the on-screen input together with the random function introduces pupils to important programming concepts such as inputs, outputs and algorithms, while also encouraging them to test and debug their code.
One way to strengthen the integrated STEM link would be to extend the mathematics element by having pupils collect data from a large number of games and analyse whether each outcome occurs with equal frequency. They could present their findings using bar charts or percentages and discuss whether the results match their predictions, linking coding with data handling and probability.
As an extension, pupils could adapt the code by adding a scoring system or designing their own version of the game with additional choices. For assessment, I would use pair programming and peer assessment, asking pupils to explain how the random function works and reflect on any debugging they completed. This would provide valuable evidence of their computational thinking while encouraging collaboration and communication.
Hi Deirdre,
I think your focus on meeting pupils where they are through differentiation is a significant strength and aligns well with the principles of inclusive teaching. I also like your idea of balancing play with purposeful learning, particularly as we continue to embed the revised primary curriculum.
Your point about reframing the language we already use really resonated with me. We often incorporate computational thinking without explicitly naming it, so introducing pupils to terms such as algorithms, debugging and decomposition during everyday unplugged activities is a simple but effective way to deepen their understanding.
I also think dedicating a STEAM display with a word wall and visual supports is an excellent idea. It will help reinforce new vocabulary, celebrate pupils’ work and keep computational thinking visible throughout the year. It’s certainly something I could see myself adopting in my own classroom.
Currently, our school engages with the Microsoft Ambassador Programme, which provides pupils with meaningful opportunities to develop their digital literacy and computational thinking skills. Through this programme, I integrate digital technologies into teaching and learning, enabling pupils to collaborate, problem-solve and create using tools such as Microsoft Teams, OneNote and MakeCode with the micro:bit.
I would like to build on this by increasing the use of coding and physical computing across the curriculum, ensuring that all pupils have regular opportunities to design, test and refine their own digital solutions while developing computational thinking skills.
Specific and Measurable Actions:
- Deliver at least one micro:bit coding lesson every fortnight using MakeCode to develop pupils’ computational thinking and problem-solving skills.
- Incorporate peer and self-assessment into every coding lesson to encourage pupils to debug, improve and reflect on their programmes.
- Share examples of effective practice and pupil projects with colleagues at one staff meeting each term to support whole-school digital learning.
