Below is an outline of a mid-term plan. The plan is aimed at lower key stage two, with links to pages of this website for further information or to enable you to adapt this plan to a upper key stage one class or upper key stage two class from the activities described in the KS1 and KS2 sections.

Throughout the sessions it would be valuable to create a working wall of key computing definitions to help the children become familiar with the terminology and begin using it as the sessions progress.

Lesson One

• Introducing the Micro:bit
  • Introduce your class to the class the BBC Micro:bit.
    • Elicit-  what do they already know about BBC Micro: bit? What terminology do they use when talking about programming? What language are they familiar with? Do they know what programming is?
    • Discuss- what the Micro:bit is and what it can do, what they will be doing in the session and what they will be doing later on in the term (Create a buzz- this will help to motivate the children to find out what each part of the Micro: bit does!)
  • Ask your class to label the BBC Micro:bit
    • Discussion- write the key terminology you would like the children to use on the whiteboard; ask them to discuss these words with a talking  partner.
    • Elicit- Do any of the children recognise these words? Could they put them in the correct position on a diagram?
      • In pairs- ask them to label the diagrams using the words and pictures given
      • In fours- now join the pairs and ask them to compare the diagrams, discuss and make changes if nessassary
      • (If the children work at desks of larger numbers they could now go to their desks and compare with their table)
      • As a class, work through the diagram on the interactive whiteboard-
        • Discuss- What each label could be, what does it do? what does that mean?
        • Do the whole class agree on where each label goes?
      • Ask the children to complete their own diagram to keep and use within the sessions

Lesson Two

• Starter suggestion- Jumbled labelled diagram to revisit knowledge and vocabulary from lesson one
• Modelling Micro:bit with Scratch
  • Model the use of Micro:bit as a controller (allow a pupil to have a go)
• Programming and Micro:bit as an input
  • Introduce the concept of using Micro:bit as an input device.
    • Elicit- children’s ideas about computer programming. What do they know? How do you code a game? How does the computer complete instructions? What is an input device?
  • Task- Write a set of instructions to make Tyson the tractor move left.
    • How will the computer know when to make Tyson move left?
    • In what way will you use the Micro:bit as an input device to tell the computer you want Tyson to go left?
    • How far left should Tyson move?
    • Will Tyson keep moving or stop?
  • Ask some children to share their instructions. Get them to evaluate each others work and even model children or members of staff following these instructions literally to begin to build understanding of the specifics that the children will need to use when coding. (Introduce vocabulary such as algorithm, decomposing, debugging, reasoning)
  • Create a set of instructions on the board as a class, by perfecting the instructions let them know they have debugged them.
  • Give the children a printed copy of the code from Scratch which makes Tyson turn left, ask them to fix the code.
  • Test their work as a whole class to problem solve their ideas and make Tyson move left.
  • Extension- Make Tyson go Right!

Lesson Three

• Starter- Make Tyson go up! Sequencing activity to use logical reasoning to solve how to make Tyson move up.
• Broken code– Give the pupils the broken code (a printed version to remind them which bit they are working with and the game version to problem solve how to make Tyson move.) Get them to work in pairs on the computer/tablets/laptops to debug, problem solve and use logical reasoning to get Tyson moving!
• Ensure vocabulary from the previous session is being applied throughout the sessions to reinforce what the students are doing

Lesson Four

Depending on the pupil’s experience with computing some may be ready to begin adapting code within the game

• This could involve mini-tasks (adaptation or addition of code) (See Can you…? cards here)
  • Can you add another piece of grass for Tyson to cut?
  • Can you make Tyson move left and right using tilt instead?
  • Can you change the colour of Tyson?
  • Can you get Bess to change direction?
  • Can you get a noise to play when A is pressed?

OR some may need more practice using the Micro:bit with Scratch

• This could involve more broken code with accompanying help sheets to focus on different problem solving activities.

Lesson Five

Students could begin to make controllers for their adapted versions of their game (Alternatively these could be made in a Design and Technology lesson).

Lesson Six

Lesson six could be a free session to allow the pupils to interact with the code and game using their own controllers they have made. Pupils can remix the game by changing sprites, adding sprites, changing or adding the input from the Micro:bit. It would be beneficial for students to write a re-count or explanation of the changes they have made in their game and ask them to identify the skills they could use in their next project (identifying self-assessment, explaining the computational skills they have used to manipulate the game and looking forward to boost their excitement for another term of computing!)