Getting started with the BBC micro:bit

About this unit

Introduce students to physical computing with a BBC micro:bit. Control the LED matrix and find out how screens work, learn about inputs and outputs, turn your micro:bit into a scoring or game device while learning about variables, conditionals and iteration.

National Curriculum Links - Computing KS2

The content of this plan cover the following National Curriculum strands:

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
use sequence, selection, and repetition in programs; work with variables and various forms of input and output
use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Curriculum Mapping

Why this? What does it build on?

This unit builds on the computer science units with a programming focus from Key Stage 1: Action algorithms and Programming direction (Year 1) and Programming with Scratch Jr and Programming with Logo (Year 2), as well as the Year 3 units Getting Started with Kodu and Animation with Scratch, Year 4 units Programming Scratch maze games. Other prior experience of controlling a physical device with code also relates to this unit. Students may also have experienced this with programmable devices such as Bee-bots or Blue-bots, LEGO Education equipment (WeDo, WeDo 2.0 or Spike Essential), or if they have completed our optional unit Getting started with a Crumble. This also relates directly the BBC micro:bit unit where students are again controlling a physical device with code.

What comes next?

Students will be able to apply the knowledge and skills learned in this unit with further programming units in Key Stage 2 and beyond. Further physical computing opportunities are found in

Students will be able to apply the knowledge and skills learned in this unit with further programming lessons in Key Stage 2. LEGO Robotics (Year 5) again gives another opportunity for students to control physical systems, this time by building and controlling different types of robots. Our follow on micro:bit unit, Micro:bit Mastery is perfect for building on their knowledge and experience of using a micro:bit with more advanced projects, including AI elements.

View our full curriculum map

Take a look at our full curriculum map to see how units across all year groups, from Year 1 to Year 6 link.

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Unit Resources

Lesson Slides

Detailed lesson slides for you to use when delivering this unit of work with your class

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Unit Assessment Sheet

Use our simple assessment system to measure your students' success in this unit of work.

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Lessons

Lesson 1

To create simple programs to control the LED matrix on the micro:bit
To edit and adapt simple programs on the micro:bit
To download, load and test the .hex file on the micro:bit.

Light it up

Lesson 2

To create simple programs to control the LED matrix on the micro:bit
To understand inputs and outputs on a computer
To program the micro:bit’s LED matrix to respond to different inputs

Inputs and output basics

Lesson 3

To understand inputs and outputs on a computer
Use and understand selection (conditions)
Use logical reasoning to predict the behaviour of programs. Detects and corrects simple errors

Temperature and light inputs and outputs

Lesson 4

Build and program a physical game that utilises inputs and outputs.
Understand what conditional statements are, and why and when to use them in a program
Designs algorithms that use variables, and selection and arithmetic operators

Circuits, inputs and outputs – part 1

Lesson 5

Understand what conditional statements (selection) are, and why and when to use them in a program
Understand what variables are and why and when to use them in a program.
Learn how to create random outputs from a range of possibilities.

Circuits, inputs and outputs – part 2

Lesson 6

Understand what conditional statements (selection) are, and why and when to use them in a program
Understand what variables are and why and when to use them in a program.
Learn how to create random outputs from a range of possibilities.

It’s so random!

Suggested Software

The MakeCode editor on microbit.org

Full Computing Glossary

Take a look at our full computing glossary, plus key vocabulary for each age group.

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Key computing vocabulary for this unit

Abstraction - Removing unnecessary detail to help you solve a problem (a computational thinking concept)

Algorithm – an unambiguous procedure or precise step-by-step guide to solve a problem or achieve a particular objective. A set of instructions for achieving a goal or solving a problem.

Block – a ‘chunk’ of programming or a particular graphic block or piece found in a graphical programming language such as Scratch. Blocks linked together are called a script in Scratch. To find out what a block does, right-click on it, then select help from the pop-up menu.

Blocks Palette – (in Scratch) – the library of blocks in most graphical programming languages.

Command – a step or line of programming.

Coordinate (noun) - Cartesian coordinates are a set of values that show an exact position. In a 2D environment, such as on a graph, two axis are needed, each with an equal number scale. The X axis represents the horizontal position of a point, the Y axis represents the vertical position of a point. Coordinates in a 3D environment require a third axis (Z) which represents depth. Coordinates can be commonly used in coding to position objects (sprites in Scratch) within a program’s visual environment.

Costume – The costume is the appearance of a sprite on the screen. These are usually editable. A sprite can often have multiple costumes that are changed by programming the sprite.

Debug – to detect and correct the errors in a computer program.

Decomposition - Breaking a problem down into smaller parts (a computational thinking concept)

Execute – to follow a series of instructions. The computer or robot follows the instructions in order to complete the program.

Input – data provided to a computer system, such as via a keyboard, mouse, microphone, camera or physical sensors. Information which is received by the computer from a keyboard, mouse or sensor e.g. pressing the left mouse button or space bar creates an input.

Logical reasoning – a systematic approach to solving problems or deducing information using a set of universally applicable and totally reliable rules.

Output – the information produced by a computer system for its user, typically on a screen, through speakers or on a printer, but possibly though the control of motors in physical systems. Also an action performed by the computer e.g. switching on a light, moving a turtle or sprite across the screen.

Program – A sequence of instructions written to perform a specified task on the computer

Repetition (also known as ‘Loop’ or ‘Iteration’) – a programming construct in which one or more instructions are repeated, perhaps a certain number of times, until a condition is satisfied or until the program is stopped.

Script – (In Scratch) blocks are snapped together into stacks, called scripts. When you click on a script, Scratch runs the blocks from the top of the script to the bottom. You can program sprites and the stage using scripts.

Selection – ‘when things happen’ - A programming construct in which the instructions that are executed are determined by whether a particular condition is met.

Sequence – to place programming instructions in order, with each executed one after the other.

Sprite – A graphical object that can be controlled by programming.

Stage – (in Scratch) - the Stage is where you see your stories, games, and animations come to life. Sprites move and interact with one another on the Stage. The Stage is 480 units wide and 360 units tall. It is divided into an x-y grid.