Microbit Basics

Overview

Students are introduced to micro:bit computers, what their inputs/outputs can do, and how to write and test a simple program. The lesson builds towards students designing and producing a digital solution by using data and digital systems in a structured engineering-style process.

Learning intentions

• Students will identify key parts and functions of a micro:bit (inputs, outputs, buttons, sensors).
• Students will use a simple programming sequence to control a micro:bit output.
• Students will test a program, observe results, and suggest improvements.
• Students will represent an algorithm as step-by-step instructions before coding.

Success criteria

• I can name at least three micro:bit features and what they do (input/output).
• I can write a simple algorithm and turn it into a working program on a micro:bit.
• I can test my code and describe what happened using correct cause-and-effect language.
• I can modify my program to improve it when it doesn’t work as expected.

Curriculum links

• Digital technologies: identifying and defining digital and communication technologies; investigating how systems take inputs and produce outputs (Micro:bit).
• Digital technologies: producing and implementing processes, solutions and projects using step-by-step algorithms.
• Digital technologies: testing and evaluating data, tools, systems and technologies based on observations.
• Engineering mindset in digital projects: planning ideas, then testing and improving based on results.

Lesson structure (60 minutes)

1. 0–5 min · Hook and context Teacher shows a short demo video or live example from the introduction slides and asks: “How can a tiny computer detect a change and respond?” Students turn-and-talk, then share one guess about how it “knows” what to do.

2. 5–15 min · Direct teach: micro:bit functions Teacher displays the introduction slides and points out: buttons, LED matrix, and one example sensor/input (e.g., light or motion), plus the idea of “input → processing → output”. Students follow along with quick sketch notes (no worksheet yet), then complete a 3-question quick check verbally (“What is the output? What is an input? What makes it change?”).

3. 15–25 min · Algorithm first (unplugged) Teacher uses the introduction slides to show a simple event-driven algorithm: “If button A is pressed, show a symbol; if button B is pressed, show another symbol.” Students write the steps on paper as numbered instructions, then pair-share to confirm the sequence is clear.

4. 25–40 min · Hands-on coding (build) Teacher distributes the microbit starter worksheet (one per student) and demonstrates how to start a basic program and download it to the micro:bit (teacher models once; students follow). Students code using the same logic: pressing button A triggers one LED pattern and pressing button B triggers another; they test after each change.

5. 40–50 min · Test, debug, and improve Teacher brings attention back to the introduction slides and prompts: “What changed? What result did you expect? What did you actually see?” Students use the worksheet to record at least one test result and one modification they made (e.g., different symbol, corrected order, fixed spelling/logic).

6. 50–57 min · Share and evaluate Teacher selects a few pairs to demonstrate (from the front) and links comments to cause-and-effect. Students give one “glow and grow” feedback statement: what works well and one improvement suggestion.

7. 57–60 min · Exit ticket check Teacher uses the introduction slides for a final prompt: “Write one input and one output from your micro:bit program.” Students respond on the back of the microbit starter worksheet before collecting.

Resources

• the introduction slides
• the microbit starter worksheet
• 25 micro:bit devices (or 12–13 micro:bits with pairs sharing)
• micro:bit cases (optional) and USB cables
• Computers/tablets with micro:bit programming environment (teacher pre-set accounts if needed)
• Teacher demo device connected to projector
• Timer for timed build and test phases
• Safety/handling reminder cards (where needed)
• Spare batteries/charging plan if using non-USB power

Assessment

• Formative checks during the algorithm stage: teacher listens for clear step order and correct “if/when” logic.
• Observations during building: teacher checks that students can download and run a program and can explain input/output.
• Worksheet evidence: test result notes and one improvement written in students’ own words.
• Exit response: identifies an input and an output from their program correctly.

Differentiation

• Support: sentence starters on the microbit starter worksheet (e.g., “When I press…, the micro:bit shows…”; “I expected…, but…”) and a printed algorithm template for students who need structure.
• Support: group roles (Coder, Tester, Explainer) to ensure every student contributes.
• Extension: students add a third behaviour (e.g., change what happens when another button is pressed) or vary the LED display to represent a chosen symbol (e.g., heart, star, number).
• EAL/SEN: accept verbal explanations recorded by the teacher or peer; use simple diagram prompts (input arrow → output).