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One strength in my current practice is that I regularly use digital technology to support teaching and learning in school. I find that interactive resources help to keep the children interested and involved in lessons. I also try to give the children opportunities to work together and use technology safely and confidently.
One area I would like to develop is giving the children more chances to use technology to create and solve problems, rather than just using it to complete activities. I would like to build more computational thinking into everyday lessons through simple coding, sequencing and problem-solving tasks.
To help me do this, I plan to:
Include one computational thinking activity each month.
Use a simple coding or digital creation activity at least once each term.
Keep examples of the children’s digital work and take time to reflect on what worked well and what I could improve as part of our School Self-Evaluation.
I feel these small steps will help to build confidence in using digital technologies and give the children more opportunities to develop their creativity, problem-solving and digital skills in a fun and meaningful way.Hi Michaela,
I really liked the Farmyard Friends theme. Using a farmer to catch falling apples is a simple and engaging idea that is very suitable for younger children. It clearly supports your SESE learning objective by reinforcing farm-related vocabulary, while also developing counting skills through the scoring system. The timed element adds excitement and encourages children to stay focused throughout the game.
One suggestion would be to gradually increase the speed of the falling apples as the game progresses. This could provide an extra challenge for pupils who master the game quickly and help maintain engagement. Have you considered adding different types of farm produce or animals that award bonus points or extra time to extend the learning opportunities?
Activities like this could also support School Self-Evaluation by encouraging pupils to design, test and improve their own games while developing computational thinking, creativity and digital literacy skills.Hi Brona
I really liked your idea of using the Teachable Machine to sort recyclable and compostable waste. It’s a hands-on activity that helps pupils understand that AI learns from the examples we give it, making AI literacy meaningful and age-appropriate.
One question I would ask the class is: What might happen if the AI gives the wrong answer? This would encourage pupils to think about accuracy and why it’s important to check AI’s responses instead of accepting them straight away.
A simple extension could be to ask pupils to explain why the AI made a mistake and how they could improve it by adding better examples. This would reinforce critical thinking and show that AI improves through testing and refining.
For this activity, I would use Code Green Episode 4: Leaf Long Learners with a 5th class. The lesson would link to Science and SPHE, while also supporting pupils’ digital literacy and critical thinking skills.
After watching the episode, I would lead a class discussion about what artificial intelligence is and where we might come across it in everyday life. We would talk about how AI can be helpful, but also why it is important to question the information it gives us and use our own judgement. Pupils would work in small groups to sort different scenarios into “AI could help” and “A person should decide”, explaining the reasons for their choices.
The learning objective would be for pupils to understand that AI is a tool that can support learning, but that people are responsible for making decisions and checking information. To finish the lesson, pupils would create a simple classroom poster with tips for using AI safely and responsibly.
I think this activity would encourage discussion, collaboration and critical thinking while helping pupils develop a balanced understanding of AI and its role in everyday life.
Hi Fiona
I liked your reflection on Fantastic Fairgrounds. It clearly shows how game-based learning can develop problem-solving, creativity and teamwork while supporting STEM learning.
A nice additional curriculum link could be English (Oral Language), where pupils explain their designs and discuss how they improved them.
From an SSE perspective, teachers could use observations and pupil discussions as evidence of collaboration and problem-solving to help inform future planning.
For this activity, I explored the Fantastic Fairgrounds demo world in Minecraft Education.
This world introduces pupils to coding through a fun fairground setting where they complete a range of interactive challenges. As they move around the world, they use simple code to control rides, solve problems and complete tasks. The activities encourage pupils to think logically while learning through play.
The lesson plan provides step-by-step guidance for teachers and clear learning objectives focused on developing computational thinking, problem-solving and creativity. It also includes teacher notes, discussion prompts and classroom resources to support the lesson and help pupils reflect on what they have learned.
I think this world links well with the Primary Mathematics Curriculum, particularly the Focus of Learning on problem-solving and reasoning. It also supports Digital Learning by encouraging children to plan, test and improve their ideas.
I would use this world with my class but would slow the pace slightly for younger pupils. I would pause regularly to discuss the challenges, encourage children to explain their thinking and finish with a class reflection on the different strategies they used to solve the problems. I think this would help all pupils stay engaged and get the most from the experience.
https://makecode.com/_8c7Ti28uHLyk
For this activity, I created a simple Timed Catch and Collect game called Catch the Apples. The player moves a basket left and right to catch falling apples before the timer runs out. Each apple collected earns a point.
I would use this game in Maths to help pupils develop counting and number skills by keeping track of their score. It could also link to healthy eating by discussing different fruits.
The game is set in an orchard where the player catches as many apples as possible before time runs out.
One computational thinking skill I used was debugging. I tested the game several times, adjusting the apple speed and basket movement until it worked smoothly and was enjoyable to play.
Hi Dean,
I really liked your choice of the flashing heart tutorial. It’s a great way to introduce coding and computational thinking, as children can see how changing the code changes the outcome. It introduces sequencing and repetition in a simple, engaging way.
I also like how you linked it to learning about the heart. To build on this, the children could compare their pulse before and after exercise and then change the speed of the flashing heart to match. This makes a nice link between Science, Maths and Technology.
A simple way to assess the lesson would be to ask pupils to explain what they changed in their code and why. This could also provide useful evidence for School Self-Evaluation (SSE) by showing how children’s computational thinking is developing.
Hi Cassandra,
I enjoyed reading your post. One strength that stood out to me was your honest reflection on your own practice. You’re already using Scratch, iPads and Google Slides really well, and I like that you’ve identified computational thinking as an area you’d like to develop further.
I also think your plan to start with just one unplugged Dream Space lesson is very realistic. Having a clear learning intention and using observation and discussion to assess the lesson is a great way to build confidence before introducing more activities.
One suggestion would be to include pupil voice as part of your School Self-Evaluation (SSE). Asking children what they enjoyed, what they found challenging and what they learned could give you useful evidence to reflect on the impact of the lessons and help plan the next steps.
For this activity I chose the Dice tutorial on the MakeCode website.
https://makecode.microbit.org/_fV2iMd70iThx
I think this tutorial could be developed into a really engaging integrated STEM lesson for an infant class. I would begin with a simple maths activity where the children predict which number might appear before shaking the micro:bit. They could then work in pairs to record their results using tally marks and compare which numbers appeared most and least often. This would reinforce counting, number recognition, data handling and simple probability in a practical way.
To extend the lesson, each number could be linked to a movement activity in PE, for example one jump, two claps or five star jumps; or using dice during Maths games or maths stations. I like that this activity combines coding, maths and active learning in a way that is fun, hands-on and accessible for young children while introducing them to the basic idea that code gives instructions for a computer to follow.
Hi Karen,
I really like your idea of comparing the temperature in the shade with areas in direct sunlight. It’s a simple investigation that young children can carry out themselves, and it helps them see the benefits of trees through their own observations.
Research Question:
Does planting more wildflowers around our school increase the number of pollinators?I chose this research question because it is something the children can investigate over time and it has a clear link to biodiversity, climate change and sustainability.
Pollinators such as bees and butterflies are essential for healthy ecosystems, and this project would help children understand why protecting them is so important.
I would begin by asking them what they already know about pollinators and why they think they are important. We could then decide together where to plant a small wildflower patch in the school grounds. They could regularly observe the area, count the number of bees, butterflies and other insects they see, and record their findings in tables and graphs.
This would give them the opportunity to develop scientific enquiry skills while also using Maths to analyse their data.
I think they will be more engaged if they are investigating something they can see happening in their own school. Giving them ownership of the project and involving them in making decisions would help keep them motivated.
At the end of the investigation, they could present their results to other classes or the Green Schools Committee and suggest ways the whole school could create a more pollinator-friendly environment.Hi Edwina,
I really like your point about comparing images from space with photos taken on the ground. I think it helps children understand that different viewpoints can tell us different things, and it’s a great way to develop their observation skills and curiosity.
I really enjoyed working through the Nose High Up in the Sky activities. The resource is practical, engaging and encourages pupils to think like scientists by making observations, asking questions and investigating the world around them. I liked that the activities are hands-on and easy to follow, making them suitable for a range of ages.
I would use this resource with my class, particularly as part of a Science unit on air quality, weather or the environment. The activities would also link well with Geography and SPHE by encouraging children to think about how their surroundings affect their health and wellbeing. I think they would enjoy collecting information and comparing their observations, as it gives them ownership of the learning.
One of the strengths of the resource is that it encourages discussion and curiosity rather than simply giving them the facts. It would also be easy to extend the activities by asking the children to investigate different locations around the school or local area and compare their findings.
The use of digital technology here could be very useful such as simple air quality maps or satellite images, so that the children can compare their own observations with real data. I also think a follow-up activity where they can create an action plan to improve their local environment would make the learning even more meaningful.
