This graphic shows how the skills needed to produce high standard are progressively developed from step one through to progression step five. Use this when planning activities to ensure that progression in skills and the appropriate level of challenge are central to any task.

🤖 Micro:bit

The BBC micro:bit is programmable device that allows students to get hands-on with coding and digital making. Used to inspire learners to recognise the power of technology in the real world. The official blocks-based editor is Microsoft MakeCode and the text-based programming tool is the micro:bit Python editor. The BBC micro:bit also works with Scratch, Code.org App Lab and a wide range of other tools/editors.

Microsoft’s MakeCode editor is the perfect way to start programming and get creating with the BBC micro:bit. The colour-coded blocks are familiar to anyone who’s previously used Scratch, and yet powerful enough to access all the features of this tiny computer. You can also switch to JavaScript to see the text-based code behind the blocks. The micro:bit Python Editor has been designed particularly with beginners to text-based coding in mind. The bright, colourful interface and range of features aim to lower the barrier to getting started and are designed to appeal to a diverse range of learners.

This document shows how the skills associated with coding with a micro:bit can be developed from progression step 3 through to 5. This can be used to support your activity planning, ensuring that appropriate skill progression and level of challenge are suitable for learners.

⭐ LET THEM BE!

Promoting independence is key to effective learning when it comes to computational thinking and programming.

⭐ MAKE MISTAKES!

All good programmers make mistakes so It’s important to allow this to happen so that pupils learn how to solve problems.

⭐ PROTOTYPE!

Let pupils turn concepts into reality by prototyping. This prototype will not often look like the finished product but will allow them to test their ideas.

⭐ MIX IT UP!

Programming different environments will allow pupils to broaden their skills and ideas.

⭐ LETS TALK!

Try to get pupils to explain their programme and to discuss the purpose of the various components that they have used. This will deepen their learning.

Suggestions 🔎

Micro:bit

Scratch

Scratch Jr

j2code

Here are some applications and software that you can use to develop computational thinking skills. These are a small selection - there are MANY more available. It is essential that you select the applications and software that is suitably matched to the learner's stage and that each learner experiences a range of these applications as they apply and develop their digital skills.

PS3 - Understanding and applying basic concepts

What does good look like?

Learners should have a good understanding of coding concepts at this stage and should be able to demonstrate concepts such as loops, conditional statements and variables when coding the micro:bit. Learners should be able to think creatively, solve problems, and test their ideas through prototyping.

How about...

Use the ‘Make Code Simulator’ to create a block algorithm (with the forever loop) e.g. create a heart animation / feelings badge / a name or number appears / create a Christmas decoration etc. If you have micro:bits with you in class the algorithm could be transferred over to the micro:bit.
Use the ‘Make Code Simulator’ to create a more sophisticated block algorithm that includes an ‘if’ block e.g. Create a door alarm, step counter etc. If you have micro:bits with you in class the algorithm could be transferred over to the micro:bit
Create a block algorithm to play a song e.g. Happy birthday, Merry Christmas...
Use the ‘Make Code Simulator’ to create a block algorithm that contains loops (forever , repeat) and blocks of Boolean values e.g. ‘if’ , ‘else’ e.g. digital pet or use the micro:bit to solve a problem e.g. create a sensor to test which materials conduct electricity.

⭐ Skills ⭐

Conditional Statements

Learners can create conditional statements with growing accuracy to allow the micro:bit to react if certain conditions are met e.g. use IF command to produce a required output.

Explain and debug algorithms

Learners understand and follow the steps of an algorithm and explain how each step contributes to solving the problem. They are able to identify, explain and correct errors of increased complexity.

Variables

A variable is value that can change. Learners can identify when the use of a variable is needed, create the variable value, set the starting point and create the rules that will affect the value i.e. The score starts as 0 and when a point is scored, increase the value by 1.

Repeating patterns/ loops

Learners are able to accurately use loops to create more efficient sequences.

Design elements

Learners can identify design elements that affect user interaction with a program e.g, clear instructions and intuitive inputs.

PS4 - Increasing Complexity

What does good look like?

Learners can use efficient coding concepts to program the micro:bit e.g. they know how count controlled (FOR Loops) and condition controlled (WHILE Loops) loops can be used. At this level, learners can gain user inputs to create programs. Learners start to consider clean code principles e.g. removing unused sections. Learners should be able to test their algorithms to debug errors and for efficiency. Learners understand the different data types used in programming and document their algorithms using flowcharts or pseudocode. Learners can apply decomposition, abstraction, pattern recognition and algorithmic thinking to develop well-designed programs.

Background information:

• Algorithms - sequences of steps / sets of rules for a particular objective. It’s also worth mentioning the idea of looking for more efficient or sometimes just more general algorithms. It’s important in most recipes to have the steps in the right order!

• Patterns - or generalization captures the idea of the good coder being a lazy coder, building on the work of others, using reusable code libraries and looking to re-use a more general version of their own code rather than writing lots of special cases.

• Decomposition - is about breaking down problems (or systems) into smaller parts – most modern code is modular, as this helps a lot in development and testing, but it’s a useful way of thinking for any project management task.

• Abstraction - one of the most powerful CT ideas, but also quite a subtle one – at one level, it’s about throwing away the unnecessary detail when modelling a system or analysing a problem.

How about...

Use a micro:bit to create a program that measures temperature, light or movement. Use the different buttons as user inputs, apply selection to output different comments based on the measured data. Apply a loop to repeat the code every few seconds to measure the difference over time, or until a condition is met e.g. temperature is above 20°. Create a flowchart to show how the algorithm works.
Discover the best places to grow plants by using your BBC micro:bit to study light levels and temperatures over several hours or days.
Use the ‘Make Code Simulator’ to create a radio-controlled remote alarm so when you know someone’s turned the lights on – or opened a drawer or bag.
Use the ‘Make Code Simulator’ to create a light meter will help you measure how light levels vary around you when lights are turned on and off and find the best location to place the light timer.
Use micro:bit as a wireless data logger recording readings from its sensors. Time how long your lights are left on to track your energy use. You could also use this project to track hours of sunshine in a weather station project.
Use the Python editor to create a (with the forever loop) e.g. create a heart animation / feelings badge / a name or number appears / create a Christmas decoration etc.

⭐ Skills ⭐

Programming principles

Being able to use different loops, WHILE and FOR loops, for different scenarios and using them effectively, for example, looping until the temperature is above a certain level, or for a pre-determined amount.

Written Code

Learners use variable names that describe what they are e.g. using age to represent the age.Learners are able to identify parts of code that are unnecessary or could be improved.

Testing algorithms

Pupils are able to use different data to measure if the program works as expected. From this, pupils should be able to edit code to fix any errors.

Inputs

Pupils should understand the inputs of data and be able to store these as variables, for example, asking the user for the number of sides in a shape. Pupils should also think about making the outputs of their programs useful to help with the data input for users.

Documenting Code

Pupils should be able to make basic flowcharts or pseudocode to design their code before developing it. Learners should be able to program basic programs based of flowcharts or pseudocode.

PS5 - Data and Algorithms

What does good look like?

At this level, learners should be able to use a functional or procedural approach to programming. They should understand the value of validating and verifying data for processing and apply a variety of validation techniques.

Learners understand and apply features such as searching or sorting, into their programs.

Learners start to consider code maintenance at this point, for example clear annotation of code. Learners should understand that different programming languages can be used for different tasks and apply these appropriately. The programs developed should be able to represent real-world problems.

How about...

Use radio to sense how close another micro:bit is and then make a treasure hunt game or use it to help people know they’re at a safe social distance.
Play different tunes by using the micro:bit’s touch sensor.
Use the Python editor to create a Rock, paper, scissors game. Play this classic game with two micro:bits and learn about selection, variables and random numbers at the same time.
Use micro:bit as a wireless data logger recording readings from its sensors.
Turn your micro:bit, using the Python editor, into a self-contained data logger that records maximum and minimum temperature readings, storing them so it keeps the data even if the batteries run out or you disconnect the power.

⭐ Skills ⭐

Functional Programming

Pupils can use functions to help the maintainability of their programs. This should allow for more local variables and fewer global variables. Pupils can then use their functions to test their programs.

Sorting and Searching

Pupils should be able to use sorting and searching algorithms, or the build-in features of the programming language, such as sort() in Python. These skills are a fundamental of programming and allow for more advanced data handling.

Validation of code

Using different validation techniques on data; such as presence, range, length, format and lookup checks, to ensure that the data entered is correctly. Pupils should be able to program code that validates the inputs and provides an output message when entered incorrectly.

Code Maintenance

Pupils should be able to annotate code so that it describes what the program does. Pupils should be able to use subject-specific language to show theyunderstand the code and help with the maintainability of the program.

Data Structures

Pupils should be able to use more advanced data structures at this level, for example using lists, arrays and storing data to text files. Pupils should be able to interrogate these data structures, for example, outputting specific values from a list, or reading text files and outputting specific values from it that have been searched for.

Program Language Selection

Pupils should understand that different programming languages can be used to perform different tasks, for example, SQL to interrogate a database or JavaScript to make websites interactive.

Real-world Problems

Pupils should be able to code programs that have a real-world impact, such as handling scientific data, and use their programs to model the real-world.