Micro:bit Starter Skills

Overview

Students are introduced to micro:bits as small programmable computers and learn basic coding ideas using a simple, teacher-guided “build and test” routine. They will use the micro:bit features (LEDs, buttons, and sensors) to create and demonstrate a short program.

Learning intentions

Students will:

• recognise what a micro:bit is and describe what it can do in a simple system
• explain key programming concepts needed for micro:bit coding (inputs, outputs, sequencing, and events)
• create and test programs that control LEDs and respond to button presses
• collect evidence of testing and evaluate whether their program works as intended

Success criteria

Students can:

• state the difference between an input (button/sensor) and an output (LED/display/sound)
• write a simple program that shows a LED pattern and changes it when a button is pressed
• test their code and identify at least one improvement after a “try, observe, adjust” cycle
• explain what their program is doing using clear cause-and-effect language

Curriculum links

• TE4-DIG-02: Students use data and digital systems to code, design and produce projects
• TELS-PPM-01: Students participate in planning projects (basic plan for code + testing)
• TE4-DIG-02 testing and evaluating: students test their data, tools, systems and technologies and improve solutions

Lesson structure (60 minutes)

1. 0–7 min · Hook + overview. Teacher shows a live demo using the introduction slides (e.g., “What happens if I press the button?”) and asks students to predict outcomes in pairs. Students share predictions and listen as the teacher introduces micro:bits as small digital devices you can program.

2. 7–15 min · Mini-teach: micro:bit as a system. Using the introduction slides, teacher explains inputs (buttons, light, temperature sensor), outputs (LED screen, buzzer), and the idea of events (button press triggers change). Students complete quick “input/output” notes on the micro:bit starter worksheet (3 examples only, teacher models first).

3. 15–25 min · Basic programming concepts. Teacher demonstrates a very simple block-based or guided-code example on the projector (sequence + event): “when button A is pressed, show face; when button B is pressed, show other pattern.” Students identify where the “event” is in the code and underline the action part on the micro:bit starter worksheet.

4. 25–40 min · Station 1: LEDs and buttons (hands-on). Teacher sets up pairs of students with micro:bits and a coding environment, then circulates while referencing step instructions on the introduction slides. Students:

• upload a sample program that displays a colour/shape pattern on start (LEDs)
• modify it so Button A changes the display and Button B changes it again (events + outputs)
• record one test result (works/not yet, and what they changed) in the micro:bit starter worksheet

5. 40–52 min · Station 2: Sensors (light or temperature). Teacher demonstrates one sensor variable using the introduction slides (e.g., “when light is high show ☀️, else show ☁️” or temperature thresholds). Students update their program to include a sensor-driven LED change and test it at least twice (before/after covering the sensor, or by moving closer to a light). They record what changed in plain language on the micro:bit starter worksheet.

6. 52–58 min · Simple project brief + share. Teacher returns to the introduction slides and gives the 3-part challenge: “Your micro:bit must: (1) show an LED pattern at start, (2) respond to a button OR sensor, (3) include a reasoned test note.” Students get 2–3 minutes to finalise and prepare a quick demonstration.

7. 58–60 min · Plenary + exit evidence. Teacher calls for 3–4 volunteers to demo and uses the board prompts from the introduction slides to ask: “What was the input? What was the output? What event caused the change?” Students submit a one-sentence exit response on the micro:bit starter worksheet: “My program works because…”

Resources

• the introduction slides
• the micro:bit starter worksheet
• micro:bit boards (one per pair, or shared if needed)
• micro:bit USB cables or classroom connection method
• access to a micro:bit coding environment (teacher pre-sets starter code files)
• sample LED pattern blocks and starter templates (prepared by teacher)
• teacher demo device (laptop + projector)
• spare batteries/charging or power source where relevant
• timer for station rotations

Assessment

• Formative during stations: teacher checks for correct link between input (button/sensor) and output (LED display) while students explain cause-and-effect
• Worksheet evidence: students’ test notes show whether they tested and improved their program
• Exit statement: confirms understanding of programming concepts (event, input, output, sequencing) and program purpose

Differentiation

• Support: provide sentence starters on the micro:bit starter worksheet (e.g., “When I press…, the LED shows…”; “I changed… because…”)
• Support: offer an “already-working” template for students who need it, with only one small modification required
• Extension: challenge fast finishers to add a third condition (e.g., both buttons affect two different patterns, or more than one sensor threshold)
• EAL/SEN: allow oral recording of test notes before writing; use visual icons for input/output and events on the worksheet