Tiny Coding

Overview

Students will learn what a micro:bit is, practise basic inputs/outputs, and create a simple program that makes an LED pattern respond to a button press. This builds confidence with hands-on tasks and clear, step-by-step coding routines for low digital literacy learners.

Learning intentions

• Students will learn how micro:bits work using the built-in LED display, buttons, and sensors.
• Students will write and test a simple block-based program using “when button pressed” and “show” actions.
• Students will explain what their program does in everyday language.
• Students will follow safe, careful handling routines for devices and cables during testing.

Success criteria

• I can turn on a micro:bit and see a message or symbol on the LED screen.
• I can use the correct blocks to make the LED change when a button is pressed.
• I can test my code and fix a problem with help (or by trying again).
• I can describe my program: “When… then…”

Curriculum links

• Technology — designing and creating solutions with simple digital systems (micro:bits as a programmable device).
• Digital systems/sequence— developing and testing programs that follow step-by-step instructions.
• Collaboration and communication during building, testing, and refining.

Lesson structure (60 minutes)

1. 0–5 min · Hook and routine. Teacher shows the introduction slides and asks: “If I press a button, what should the micro:bit do?” Students share ideas, then put on device handling rules (hands dry, cables gentle).
2. 5–12 min · What’s inside the micro:bit? Teacher uses the introduction slides to point out the screen, buttons, and ports; students practise locating them on their own micro:bit (no coding yet).
3. 12–18 min · Demo: first output. Teacher loads a short example on screen (already prepared) and shows: “show a symbol/message.” Students watch and then repeat by pressing the appropriate button to confirm they can see the symbol.
4. 18–30 min · Mini-teach: simple code blocks. Teacher continues with the introduction slides to model two blocks: “when button A pressed” and “show (icon/message).” Students follow along by building the same program using the prepared starter project on their laptops/tablets (teacher circulates for support).
5. 30–38 min · Guided practice with pairs. Teacher returns to the introduction slides for a check-in prompt: “Does it show the right thing when you press the right button?” Students test, then swap roles (one presses/testing, one clicks blocks). They record success using a quick verbal explanation to the partner.
6. 38–48 min · Hands-on build: make it yours. Teacher explains the choice task using the introduction slides: change the message/icon and set it to Button A, then optionally Button B for an extra response. Students update their code, test again, and aim for at least one correct button response.
7. 48–55 min · Troubleshooting strategy. Teacher uses the introduction slides to teach a simple fix routine: (1) check you pressed the correct button, (2) check the blocks match the button, (3) re-upload/restart if nothing changes, (4) ask a partner one question: “What do you think should happen?”
8. 55–60 min · Plenary: share and reflect. Teacher asks students to share using stems on the introduction slides: “When I press __, my micro:bit shows __.” Students do a quick share-back; teacher collects confidence check by thumbs (Ready / Nearly / Need help).

Resources

• the introduction slides
• the micro:bit buttons and results worksheet
• 25 micro:bits (or 1 per pair if limited)
• Laptops/tablets with block-based micro:bit coding environment ready
• USB cables / charging cables (labelled)
• Printed micro:bit quick guide (buttons: A and B) if available
• Device wipe cloths and a charging station setup
• Teacher-prepared starter projects and preloaded example program

Assessment

• Formative: teacher observation during Step 4–6 (can students match blocks to the correct button and get the expected output?).
• Formative: quick verbal check in pairs using the success stem (“When I press…, my micro:bit shows…”).
• Exit check: thumbs rating at Step 8 plus worksheet-1 completion (name the button used and the message shown).

Differentiation

• Support for low digital literacy:
• Use a single preloaded starter project with only two editable parts (Button A and “show” output).
• Provide sentence starters on the micro:bit buttons and results worksheet (e.g., “When I press A, it shows…”).
• Pair a confident student with a buddy; rotate roles so everyone presses and everyone builds at least one change.
• SEN/EAL supports:
• Keep instructions short and repeat after modelling; use gestures to show “press” and “show.”
• Allow students to explain in short phrases or point to icons/messages.
• Extension (for early finishers):
• Add Button B to show a different message/icon.
• Try a simple sensor input if time allows (e.g., shake to show a symbol), using teacher-approved example blocks only.
• Remote/rural access:
• If connectivity is limited, use offline-ready files/starter projects and pre-created uploads prepared by the teacher.