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I’d run this with a fourth class group, using Code Green Episode 4: Leaf Long Learners as the starting point.
It ties in well under SESE, with the objective that pupils come away understanding that AI doesn’t just “know” things automatically, it learns to spot patterns by looking at loads of examples first, similar to how the episode shows an AI being trained to tell different leaves apart.My aim would be to show the episode, then hand out a mix of real leaves for pupils to sort into groups however they think makes sense. Afterwards, we’d talk through what they used to decide, shape, colour, edges, and so on, and I’d point out that this is roughly what the AI is doing too, just with thousands of examples instead of a handful.
The question I’d throw out to the class is this: if you only ever showed the AI oak leaves, would it be able to recognise a holly leaf? Getting them to wrestle with that opens up a good chat about bias and why the examples an AI learns from really matter.
On responsible use, I’d show that AI can be wrong, so it’s never something to take at face value without double-checking.
To keep them thinking critically rather than just accepting what they see, I’d keep circling back to “how would we know if this was wrong?” throughout.
For evidence, I’d engage in teacher observations during their sorting discussions and get them to write quick written line at the end on what they’d need to change to make the AI “smarter.”
I think you’ve given a great example of purposeful game-based learning. You’ve shown how pupils are designing, testing, dealing with failure, and then refining their work, so the learning happens through doing rather than simply being told the answer. This helps students to take design risks they might be more hesitant to try in a real-world context, keeping the emphasis on investigation and improvement rather than getting it right on the first attempt. As another Curriculum suggestion you could include Mathematics and the strand Shape and Space. As pupils construct their planes, they’re likely making decisions around balance, proportion, and structure. It might be worth questioning them on this further to point it out to them as to why they put certain blocks in certain positions and it will tie in nicely to your planned discussion at the end.
For this activity, I explored Fantastic Fairgrounds. The students work as an ‘AI assistant’ to help sort out problems in various zones. There is a Bee Pavilion, a Light Show Pavilion, and an Art Pavilion. Each pavilion introduces a different real-world application of AI in a playful, game-like way.
It is aimed at students aged 8 and upwards but as part of a literacy pathway rather than a standalone thing. The main goals are getting pupils to grasp what a general-purpose computer actually does, spot the difference between AI and normal programming, notice AI popping up in real life, and start thinking about the ethical side of things. There is also a guide to go along for teachers.
It connects to Understanding and Using Digital Technologies Strand Pupil’s aren’t just playing the game for enjoyment, they have to spot and question where AI actually shows up. Pupil’s must also talk and explain their reasoning which connects to Primary Language Curriculum.
Yes I think I would use the world as is but I would build in a short follow-up discussion after each pavilion and simplify some of the onscreen instructions for younger/less able students.
Hi Emma,
I really think you’ve mentioned some great links with nature and science curriculum.
I can relate to what you mentioned about sequencing and ordering the code. I found the very same doing mine, you could get lost in the game creation but the game and the visuals are all extremely effective. When you did encounter difficulties, what did you find was the most effective way to fix the code? Using the debugging tool and game simulator?
The game I designed is called ‘Monkey Ice-Cream’. It is a timed/catch game. My daughter happened to be beside me and insisted on the sprites and projectiles selected. Seeing the excitement she got out of this shows me just how successful it would be in the classroom. It really promotes computational thinking.
As an objective pupils get to design, build, test, and fix bugs in their own simple game, all while building their computational thinking and problem-solving skills.
I think this would require whole-class work together for the first little while before progressing to group/individual game design.
The game I created is https://makecode.com/_YwCfTT2YiEU2.
The setting is a field with flowers. Ice creams are falling from the sky and monkey must move within the frame to collect these ice creams. It is a timed scoring game, and I introduced destroying code and sound effect when a target is hit. I think this game could be further developed as a times tables game. Perhaps increasing the score in multiples that are being reinforced. There is endless possibilities in terms of integration with various curriculum topics.
When creating the game, I found the debugging tool excellent to help me fix where I went wrong along the way. It definitely required me playing around with it and using the stimulator to modify as I went along. I enjoyed solving it and getting it to work so I can see how children would benefit greatly from this game design and problem solving task.
The game I designed is called ‘Monkey Ice-Cream’. It is a timed/catch game. My daughter happened to be beside me and insisted on the sprites and projectiles selected. Seeing the excitement she got out of this shows me just how successful it would be in the classroom. It really promotes critical thinking and logical steps.
As an objective pupils get to design, build, test, and fix bugs in their own simple game, all while sharpening their computational thinking and problem-solving skills.
I think this would require whole-class work together for the first little while before progressing to group/individual game design.
The game I created is https://makecode.com/_YwCfTT2YiEU2.
The setting is a field with flowers. Ice creams are falling from the sky and monkey must move within the frame to collect these ice creams. It is a timed scoring game, and I introduced destroying code and sound effect when a target is hit. I think this game could be further developed as a times tables game. Perhaps increasing the score in multiples that are being reinforced. There is endless possibilities in terms of integration with various curriculum topics.When creating the game, I found the debugging tool excellent to help me fix where I went wrong along the way. It definitely required me playing around with it and using the stimulator to modify as I went along. I enjoyed solving it and getting it to work so I can see how children would benefit greatly from this game design and problem solving task.
This is a great tutorial on Dice you’ve created for computational thinking. The dice and shake makes cause and effect very visual for kids. I really like the way you’ve mapped out all the STEM strands. One way to challenge more able students even further is getting them to add a variable called “count” and add a block so every time a number is rolled, it adds one to the count and shows it on screen after a shake. Easy way to introduce variables while still tying back to the maths side.
I completed the Microbit code Smiley Buttons. https://makecode.microbit.org/_gevExd3gfEoM
When Button A is pressed a happy face appears, When button B is pressed a Sad face appears.
To turn this into an integrated STEM learning experience, I would integrate it with Maths and gathering data. Students could use the code to answer a question as a whole class. Did you enjoy today’s PE lesson. Students respond using buttons and tally the results into a pictogram bar chart.
Individually, pupils then design and carry out their own mini survey question, using the same code to collect responses from a small group, before recording and presenting their findings.
To push more able pupils, I’d challenge them to edit the code so the micro:bit counts and displays the totals itself using variables.
One thing that stands out is your weekly coding sessions with LEGO WeDo and Scratch Jr. We all know how hard it is to fit something in consistently every week, and the fact that the kids love it says a lot.
I think the STEM vocabulary wall idea is a really realistic one to run with. It’s simple to set up, doesn’t need extra tech skills, and it’ll really help pupils talk through their thinking, which fits nicely with the learner experience focus you’ve picked.
On stretching your more able pupils — could you maybe link it to the vocabulary wall? Like once someone gets the hang of a Scratch Jr. sequence, give them a word card (e.g. “loop” or “condition”) and get them to explain or show it to a partner. That way they’re being pushed both in their coding and their language, without you needing to jump into more complex code straight awayI’m going to focus on the Digital Learning Framework, particularly Teachers’ Individual Practice —
My current practice, I think one thing I do well is using a good mix of digital tools to keep pupils engaged and to differentiate. Like most teachers, I use a variety of online teaching aids Kahoot for quick quizzes and revision, Wordwall for revision, Padlets, Splash Learn for maths, and online comprehension tools in English that automatically level texts for each child.However, If I’m being honest I think I’ve so much to learn. there’s a lot I still want to learn, particularly around using digital tools to deepen pupils’ thinking and reflection. At the same time, I want to bring in more unplugged activities, since some of the richest learning happens when pupils are discussing, making mistakes, and problem-solving together.
My aim is to include one unplugged design thinking activity that focuses on explicitly teaching and displaying the language of the engineering design process such as the suggested “design and create a desk organiser for a younger pupil,” pupils use this vocabulary unprompted in written or verbal reflections, tracked via a simple checklist or exit-ticket over the year.
Once a month, let pupils choose which digital tool would help them revise best (e.g. Kahoot vs a video) and get them to explain why — just to build up their own decision-making around this.
Get the children to use a simple online tool such as google classroom to respond to their learning.
