PR

QUICK START GUIDE

EV
FOR TEACHERS
IE
Hi there.
• Tips and advice for getting to
grips with the BBC micro:bit

Wanna code?
• Step-by-step coding
W
challenges with clear
solutions
• Guidance on creating and
sharing your own programs

Supported by
Foreword
Computational thinking is the thought processes involved in formulating a
problem and expressing its solution(s) in a way that a computer – human
or machine – can carry out effectively. In 2006, I began to advocate that
everyone, regardless of profession, of career, or of age, can benefit from
learning how to think computationally[1]. With the BBC micro:bit, the BBC
and its partners, including Microsoft, catalyze our realization of this dream.
Children can learn how to think computationally by first formulating a problem
and conceptualizing a solution. Then, by expressing their solution using a
code editor, such as Microsoft Touch Develop, and by compiling and running
their program on the BBC micro:bit, they can see their code come alive!

I commend the BBC and the UK for their leadership in the Make It Digital
initiative. Teaching children at an early age the fundamentals of computing
helps provide them with the programming skills and the computational
thinking skills they will need to function in the 21st century workforce.
Programming the BBC micro:bit will teach children basic coding concepts,
such as variables, types, procedures, iteration, and conditionals. Solving
problems with the BBC micro:bit will expose children to computational
thinking skills, such as abstraction, decomposition, pattern matching,
algorithm design, and data representation. Students knowledgeable with
these skills will be in high demand by all industrial, government, and
academic sectors, not just information technology.

Most importantly, the BBC micro:bit will introduce children to the joy
of computing. Making one’s personal device do whatever one wants
is empowering. Programming the BBC micro:bit will tap into a child’s
imagination and creativity. The device and programming environment
provide a playful way to explore a multitude of computational behaviors.

I am thrilled to see this Quick Start Guide for Teachers, which is rich
with examples that show how hands-on coding is easy and natural.
Let’s have fun together!

Jeannette M. Wing
Corporate Vice President, Microsoft Research
25 May 2015

[1] Jeannette M. Wing, “Computational Thinking”, Communications of the ACM 49 (3): 33, 2006.
Contents

The Make It Digital initiative 02

The BBC micro:bit 04

The BBC micro:bit website 06

Getting started with the Microsoft Touch Develop Editor 08

Uploading programs to the BBC micro:bit 10

Coding building blocks 11

Lessons 12

Solutions 31

The BBC micro:bit and the curriculum 32

Acknowledgements
Written by: Miles Berry and Ray Chambers
Additional material written by: Ross Lowe

Consultant: Roger Davies

Project managed and developed by: Becca Law
Cover and text design: me&him Design

Typeset in GT Walsheim Regular, Bold and Helvetica TT Regular,

Oblique, Bold by me&him Design.

A catalogue record for this title is available from the British Library. This content is licensed under
ISBN: 978-1-471-86382-0 Attribution-NonCommercial-ShareAlike
CC BY-NC-SA
Printed in the UK by
Ashford Colour Press Ltd This licence lets others remix, tweak, and build upon your
work non-commercially, as long as they credit you and
Acknowledgements license their new creations under the identical terms.
Thank you to the following people who contributed their ideas
and support: Steve Connolly and Debbie Smith, Hodder Education; See - https://creativecommons.org/licenses/by-nc-sa/4.0/
Ray Chambers, Uppingham Community College; Miles Berry,
University of Roehampton; Roger Davies, Queen Elizabeth Although every effort has been made to ensure that website
School; Clare Riley, Jeannette Wing, Thomas Ball, Peli de Halleux, addresses are correct at time of going to press, Microsoft
Michal Moskal, Eric Anderson, Jonathan Protzenko, Steve Hodges, cannot be held responsible for the content of any website
Deirdre Quarnstrom, Vardhani Mellacheruvu, Lori Ada Kilty, Darren mentioned. It is sometimes possible to find a relocated web
Gehring, Genevieve Payzer, Gladys Hilerio, Kevin Chen, Michael page by typing in the address of the home page for a website
Braun and Judith Bishop from Microsoft and the BBC team. in the URL window of your browser.
 Quick Start Guide for Teachers

The Make It Digital initiative

In March 2015, the BBC launched
Make It Digital – a major UK-wide initiative
to inspire a new generation to get creative
with coding, programming and digital
technology.

The project aims to put digital creativity in the spotlight like never before,
and to help build the nation’s digital skills, through an ambitious range of
new programmes, partnerships and projects.

These include:
• A major partnership to develop and give a BBC micro:bit coding device
to all Year 7 children across the UK, for free, to inspire a future generation.
• A season of programmes and online activity involving the BBC’s biggest
and best-loved brands, including Doctor Who, Eastenders, Radio 1,
The One Show, Children in Need, BBC Weather and many more,
including a new documentary on Bletchley Park.
• The Make It Digital Traineeship to create life-changing opportunities for
up to 5,000 young unemployed people; the largest traineeship of its kind.
• Partnerships with around 50 major organisations across the UK.
• A range of formal education activities and events, including Bitesize,
Live Lessons and School Report.

The BBC micro:bit initiative

Back in the 1980s, the BBC Micro was used extensively in primary and
secondary schools and was instrumental in inspiring a generation of
technology pioneers. Nowadays, computing and digital technology can be
found everywhere, but the emphasis seems to have shifted from the creation
of technology to the consumption of it.

As part of the Make It Digital initiative, the BBC has collaborated with over 25
organisations to create the BBC micro:bit, a personal programmable device,
which will be provided, free of charge, to every child in Year 7 across the UK.

It provides an exciting and accessible introduction to coding on a simple

hardware platform. Its purpose is to enthuse, excite and empower a new
generation of digitally-creative young people. This is why the BBC micro:bits
are specifically designed for young people themselves to own.

02
 The Make It Digital initiative

The BBC micro:bit device

The BBC micro:bit is a very simple computer. It is programmed by See section on Coding
using another device (smartphone, tablet, PC, iPad etc.) to write the program, building blocks on page 11
which is then compiled and downloaded onto the BBC micro:bit. The newly and Lessons on pages 12−30.
programmed BBC micro:bit can be disconnected and will run the program,
just like other embedded devices, such as a digital watch, a GPS device or a
pocket calculator.

The device has a display made up of 25 LEDs and some simple input
controls that can be used in a number of ways. It is small enough
to slip into a pocket or even wear.

The BBC micro:bit offers a gentle introduction to programming and making:

switch on, program it to do something fun, wear it, customise it, and put new
ideas into action. It can be programmed to show words or shapes, tell the
time or play games.

It is designed to be a starting point to get young people interested in

coding so they can move on to other, more sophisticated devices in future.
The BBC micro:bit has an accelerometer, which can detect movement,
and it can connect and communicate with other devices, including Arduino,
Galileo and Raspberry Pi.

It offers a natural progression from screen-based programming using visual

languages, and can lead on to more complex, text-based programming.

The BBC micro:bit also has Bluetooth Low Energy, allowing it to be part of
the ‘Internet of Things’ – the extension of the internet beyond computers and
smartphones to include other embedded systems, from fridges to cars, and
even home central heating systems.

Supporting learning
The BBC and its partners recognise that a hands-on learning experience can You can share links to tutorials
help young people to grasp the computing curricula in ways that on-screen and code with other BBC microbit
coding activities and traditional classroom learning cannot. users via the dedicated BBC
micro:bit CAS forum at:
The BBC micro:bit can help learners to develop their understanding of computingatschool.org.uk/
physical technology and computing, offering the opportunity to apply
complex thinking, analytical and problem-solving strategies.

Inspirational content on BBC radio and television will raise awareness of the
BBC micro:bit, while teachers, parents and young people will be encouraged
and supported to get the most out of the device through a rich range of online
resources and real-world events created by the BBC and partners.

Partnerships
More than 25 organisations have been involved in this pioneering partnership.
See www.microbit.co.uk/partners for more information.

03
 Quick Start Guide for Teachers

The BBC micro:bit:

What is it designed to do?
The BBC micro:bit is a very simple computer. A computer is a machine
that accepts input, processes this according to stored instructions
and then produces output. All three of these elements are present
on the BBC micro:bit’s printed circuit board.

Front of board

LED LED MATRIX

Coordinates start at (0,0) in top left-hand corner. In computing, displays 5 × 5 array of light emitting diodes
start at the top left-hand corner so, in coding terms, this is (0,0). This (LEDs), which can each be set to
is different from mathematics and graphs where (0,0) is the bottom left on / off. The brightness of the set
corner. It is important to note this is also relative, so if the screen rotates of LEDs as a whole can also be
(0,0) is still the top left corner of the screen. See Lesson 4 for the use of controlled.
coordinates in the Catch the egg game.

BUTTON B
See Button A.

HOLES
Holes for sewing,
mounting and
hanging.

BUTTON A PINS P0, P1, P2 3V AND GND

A form of input. The BBC micro:bit Pins for attaching external sensors, Enable a user to power an external
detects when this button is being like thermometers or moisture device, like a motor, using the battery
pressed. This is a push-to-make detectors, and actuators, like turning or USB. They also enable capacitive
switch (pressing it completes an a motor on, so students can build touch (using an object as a switch).
electrical circuit). projects with them like a plant
watering alarm. Can be either input or
output and either digital or analogue.

04
 GND 3V 2 The BBC micro:bit
1 0

Back of board B
A

BLUETOOTH LOW ENERGY USB PLUG

ANTENNA Programs can be downloaded from Windows and Macs onto the BBC
A messaging service, built for the micro:bit via a USB data connection. The USB connects the BBC micro:bit to
Internet of Things, so devices can
A a computer. This means the BBC micro:bit can send data to and receive data
talk to each other. The BBC micro:bit from the computer. The USB will beBused to ‘flash’ new programs onto the
will be a peripheral device and it BBC micro:bit and to allow the BBC micro:bit to communicate with a computer
can talk to a central device like a or an internet connection.
smartphone or tablet (or a laptop
0 BLE). This
that has 1 means the2BBC 3V GND
micro:bit can send signals to and STATUS LED BUTTON R
receive signals from a central device. Flashes yellow when the system System button, which has various
BLE will be used to ‘flash’ new wants to tell the user something uses. Has to be pressed to ‘flash’
programs onto the BBC micro:bit has happened. new code onto the device over BLE.
and to allow the BBC micro:bit to
communicate with a computer or
an internet connection.

PROCESSOR BATTERY
All the BBC This socket
micro:bit’s connects
programs and the external
any data are battery pack
stored on the (containing two
small silicon-chip AAA batteries)
micro-controller. to the board.
This tiny chip The battery
designed by pack is attached
ARM has 128kB physically to the
flash memory board with a
and 16kB RAM Velcro patch.
memory; a tiny
fraction of the
memory on a
smartphone.

COMPASS ACCELEROMETER
A sensor to detect magnetic fields, Converts analogue information about how quickly
like the Earth’s, allowing the direction the BBC micro:bit’s speed changes to a digital form
of the BBC micro:bit to be determined that can be used in BBC micro:bit programs. Output
and converted to a digital form from the accelerometer is in milli-g. Allows the BBC
that can be used in BBC micro:bit micro:bit to be used to control movement of on-screen
programs. Output from the compass characters such as Kodu.
is degrees.

A note about ARM A note about machine code

ARM designs the processors for most mobile phones Machine code is the language the CPU (central
and embedded systems (such as smart thermostats, processing unit) of a computer understands, but it isn’t
car engine controllers and the processors inside digital very readable by humans as it is made up of numbers.
cameras), and was founded by members of the original
Machine code is known as a low level language. High
BBC Micro team!
level languages, such as Microsoft Block Editor or
BBC micro:bit is based on ARM’s mbed platform Microsoft Touch Develop, are readable/understandable
for embedded systems, but programming the by humans. A program written in a high level language,
BBC micro:bit is very straightforward. like Microsoft Touch Develop, has to be compiled
(translated) into machine code that the processor
‘understands’ (see page 10).

05
 Quick Start Guide for Teachers

The BBC micro:bit website

The BBC micro:bit website www.microbit.co.uk is the starting
point for learning about and programming on the BBC micro:bit.
There is extensive help available on the site, including scaffolded,
step-by-step tutorials for programming the BBC micro:bit.

04 05 03 06 07 08 02 01 09

01 Sign in 02 My Scripts
Click on My Scripts to:
To sign in:
• save and retrieve scripts
• enter your facilitator code provided (email
• compile code and ‘flash’ it to a BBC micro:bit
[email protected] if you don’t have one)
• publish scripts to the BBC micro:bit website
• authenticate your account by entering a
• share scripts with other BBC micro:bit users
username and password from an existing
• set up groups, with access codes, for your
account (Facebook, Microsoft, Office 365)
students to join.
• read and agree to the terms of use.

For more information visit www.microbit.co.uk/help.

06
 The BBC micro:bit website

03 Create Code
Click here to choose and select an available code Microsoft Touch Develop Editor
editor (see below) to start creating programs for The Microsoft Touch Develop Editor sits between
the BBC micro:bit. visual, block-based languages, such as Blockly,
and traditional, text-based programming languages,
All code editors come with a BBC micro:bit simulator, such as Python. The editor is based on the Microsoft
so you can test ideas and code on screen without Touch Develop programming language and comes
having to have a BBC micro:bit plugged into the with a BBC micro:bit library of commands installed.
computer to run the code you write. Two key editors
are currently available to program the BBC micro:bit. Like other text-based programming languages,
Microsoft Touch Develop provides a great deal
Microsoft Block Editor of flexibility: as well as supporting input, output,
This is a graphical, drag and drop code editor, sequence, selection, repetition and variables,
where coding blocks snap together. It’s quite there’s also support for user-defined functions,
similar to Scratch, which many students may have making this a good choice for developing the ideas
encountered in primary school. There’s support for the of decomposition and abstraction.
main input and output functions of the BBC micro:bit,
as well as standard programming constructs such as Other code editors
sequence, selection, repetition and variables. A number of other code editors will be available
from the Autumn term 2015. See www.microbit.
It’s easy to start a project in Microsoft Block Editor co.uk/create-code for up-to-date information on
and then convert it to a Microsoft Touch Develop script. which code editors are available.

04 Discover 06 About
Everything you could want to know about your
Use this drop-down menu to explore the BBC
BBC micro:bit and its features.
micro:bit website, including tutorials and projects.

Tutorials
The BBC micro:bit site offers different types of 07 Getting Started
coding tutorials. Some tutorials are interactive
and lead you through the creation of a program
These are video and step-by-step guides for getting
step-by-step with on-screen tips. Others present
started with the BBC micro:bit. These videos and
guided challenges with fewer instructions. Here
guides walk you through the process of starting to
we provide support by signposting key instructions
write some code, including switching between the
and routes through projects.
different code editors available, saving projects,
Projects installing the loader software on your computer,
This is a bank of BBC micro:bit projects created connecting the BBC micro:bit and uploading code
by other coders for you to explore, use and adapt. to it via the loader. This content will be continually
Some of these projects have been created by the updated.
BBC and BBC micro:bit partners, but most will be
written by young people themselves and other BBC
micro:bit users. These are a great starting point for
seeing just what the BBC micro:bit can do, as well
08 Teachers and Parents
as learning how to program it. It’s much easier to This introduces the BBC micro:bit in the context of
take someone else’s program and edit it to make it its use in the classroom and at home. It contains
work a little (or a lot) differently, than having to start useful information for anyone supporting children
programming from a blank screen. on their BBC micro:bit journey. 

05 Search 09 Help
Search through learning resources, videos, Here you will find frequently asked questions and
tutorials and more. where to go for additional support.

07
 Quick Start Guide for Teachers

Getting started with the

Microsoft Touch Develop Editor
Once you’ve signed in to the BBC micro:bit website
(see details on page 6), you can get started with coding!
01 02 03
Type www.microbit.co.uk into your Click Create Code. In the Microsoft Touch Develop
web browser. section, click the second link down.

04
Have a go at clicking some of the buttons on screen to see what they do.

CODING AREA RUN UNDO

This is where all your coding Click to run a program. The Click to undo any changes to
takes place. simulator on the right-hand side your code.
of the screen will show the code
in action.
SCRIPT
Click to display all the functions
MY SCRIPTS COMPILE you’re working with, any libraries
Click to return to any previous Click to compile your program to you’re using as part of your code
scripts you’ve written in the allow it to run on the BBC micro:bit (these are sets of functions
Microsoft Touch Develop Editor. (see page 10 for more information developed by other people that
about the compilation process). you can use in your script) and
any global data. The button isn't
shown when this list is already
visible.

08
 Getting started with the Microsoft Touch Develop Editor

05
Click on the led->plot(2, 2) instruction that’s already in the script. A code keyboard will appear at the
bottom of the screen.

+ CUT / COPY SIMULATOR

Click to add instructions above or Click to cut or copy All BBC micro:bit code editors
below the selected line. selected code. include a simulator, which shows
how your program will execute.
This means you can:
- start writing code for the BBC
PASTE ALL COMMANDS micro:bit even if you don’t have
Click to paste in cut or Search for appropriate code/ the actual device
copied code. functions to add to your programs. - test programs on the simulator
to ensure they work before
downloading the code to the
BBC micro:bit.

CODE KEYBOARD
The keyboard makes it easy to
edit your code on a touch screen
device or just using a mouse.
If you’re working with a normal
keyboard, you can enter language
commands by just typing, and
you’ll see the possible command
completions appear automatically.

Where next?
Use Microsoft Touch Develop

Get coding using the lessons on pages 12–30 in There’s more to Microsoft Touch Develop than the
this book. Once you’ve completed all four, visit BBC micro:bit! Visit touchdevelop.com to make
www.microbit.co.uk/start-guide/certificate games and apps and stretch your digital creativity!
to pick up your certificate!

Try other code editors

A number of different code editors are available to program the BBC micro:bit.
All of these can be found online at www.microbit.co.uk:

Code Kingdoms JavaScript Editor MicroPython Editor

A visual editor that uses introductory chunks of Hack your BBC micro:bit with Python, an easy-to-
JavaScript. You can move to text-based input as learn programming language for everyone, from kids
your skills progress. to teachers to professional software engineers.

Kodu Game Lab Samsung Android App

Use the BBC micro:bit to control Kodu characters, An app for on-the-go BBC micro:bit programming. It
display text and animations, interface with the will also enable BBC micro:bits to talk to and control
real world, and much more! phones and tablets! Teacher resources coming soon.
www.kodugamelab.com/bbc-microbit/

09
 Quick Start Guide for Teachers

Uploading programs to the BBC micro:bit

How does my program get Getting your programs
onto the BBC micro:bit? onto the BBC micro:bit

For your program to work on the BBC micro:bit, first it The last stage − getting your program onto the
has to be compiled. Compiling means to translate a BBC micro:bit itself − is quite easy:
program into a more efficient computer language.
• Hit the compile button in the code editor. A .hex file
When you hit the compile button on the Microsoft Touch will be created.
Develop Editor interface, your program is actually
compiled twice. • Plug the BBC micro:bit in to your computer’s USB
port using a standard micro USB cable (supplied).
First, your program is translated into a C++ program. The BBC micro:bit should show up as a USB
C++ is a very popular language for programming storage device.
software systems, both large (like Microsoft Windows)
and small (like the BBC micro:bit). • Drag the .hex file onto the drive that corresponds
to the BBC micro:bit. Once the system LED has
Second, the C++ program is translated into a binary file stopped flashing, press the reset button on the
that contains the machine code in the instruction set used back of the BBC micro:bit to start the program.
by the ARM processor that is on your BBC micro:bit.
Compiling to C++ actually happens in the web browser Once a program is uploaded to the BBC
itself, and then the C++ code is sent over the internet to a micro:bit, the device can be unplugged and
server (at developer.mbed.org) which compiles the C++
will run independently, as long as the user
code to the ARM machine code (the hex file), which then
gets sent back to your browser. When you drag the hex has attached a battery pack.
file over to the drive for your BBC micro:bit, your ARM
binary program is installed and begins to run.

The BBC micro:bit hardware is built using ARM’s open

source mbed platform. This means that as well as using
Microsoft Touch Develop and the other editors on the
BBC micro:bit site, it is possible for more confident
coders to program the BBC micro:bit using industry-
standard development tools, including ARM’s online The BBC micro:bit
C++ compiler at developer.mbed.org. compiling process
Client  computer
Web  browser
Touch  Develop   script USB
1

User  codes  Microsoft   Touch  Develop     Drive

Compiler
Touch  Develop
1 C++
program  and  presses  
compile button.
3 User  drags  ARM  binary
C++  program ARM  binary to  drive  for  BBC  micro:bit.

C++
Compiler
mbed C++  SDK
2
ARM 2 User  accepts  download  
of  ARM  binary.
mbed   compile  service
ARM  binary  program
Azure

10
 Coding building blocks

Coding building blocks

It’s easy to get started with coding on the BBC micro:bit.
The images below show the code you need (both in the Microsoft
Block and Microsoft Touch Develop Editors) to make your BBC
micro:bit do simple things. These could be used to kick off your
first BBC micro:bit coding sessions with your students and can
also be used in more complex projects.

Activity Code in Code in Microsoft

Microsoft Block Touch Develop

Scrolling text Online tutorial:

www.microbit.co.uk/td/
tutorials/scroll-text

Flashing heart image Online tutorial:

www.microbit.co.uk/td/
tutorials/flashing-heart

Press Button A to turn Online tutorial:

on a light www.microbit.co.uk/td/
tutorials/button-light

11
 Quick Start Guide for Teachers

Lesson 1: Digital key chain

Programming a Minecraft Creeper face using the image editor within Microsoft Touch Develop

Outcome Decomposing the problem

Display of a Creeper face (similar to the character seen This lesson can be decomposed into four parts:
in Minecraft) on the BBC micro:bit LED display:
1. Design how our single state will look (which LEDs
• By default, all of the LEDs (or lights) are off. will be switched on to display our Creeper face).
• There will be a single state (Minecraft Creeper face). 2. Use the image editor to turn on the required LEDs.
• The image will turn off after 3 seconds. 3. Create a timer to pause the image for 3 seconds.
4. Reset the display to its original state: OFF.
Tutorials

For a guided tutorial go to

www.microbit.co.uk/td/tutorials/digital-key-chain

Design how each state will look

Before we start to code, we need to plan what our single state will look like.

01
Draw a 5×5 grid and colour in the boxes to show Key Why not try
what the Minecraft Creeper face will look like. LED on = out different
images?
You don’t have to program a Creeper face. LED off =
The image could be anything you like.

CREEPER FACE

Use the image editor to turn on the required LEDs

We need to specify which LEDs will be ON to display the Creeper face.

02
Start by opening a new browser window and typing
www.microbit.co.uk in the address bar.

Click on Create Code. In Microsoft Block Editor,

click New project. Type in a name for your script,
such as Creeper. Click on create.

12
 Lesson 1: Digital key chain

03
A blank coding environment will appear
(see picture to the right).

Select the Images button from the menu on

the left.

04
The Images section includes blocks that control
the creation and display of an image on the BBC
micro:bit through LEDs.

Select the show image block.

05
You will notice that an offset value of 0 is displayed.

Changing this allows you to show your image in

different positions on the BBC micro:bit display.

06
We now want to select which LEDs will be
ON for our Creeper face.

Select the Images button then the create image

block. Tick the boxes in the block to make the
shape of the Creeper face, as shown in the image.

07
Drag the create image block into the empty
position on the show image block.

This will make sure that the Creeper face

appears when you press the run button.

It’s important that we test our programs regularly. This allows us to debug the program
and fix any errors.

13
 Quick Start Guide for Teachers

08
Press the run button to test your program.
What does it look like on the simulator?
If it doesn’t work as expected, go back and
try to find and correct the problem.

Create a timer to pause for 3 seconds

To display the Creeper face for a short period of time, we need to add a timer.

09
From the Basic menu, select the pause block.
The BBC micro:bit uses milliseconds as input, so
1000 is equivalent to 1 second.

We want to pause for 3 seconds, so change the

number to 3000.

Drag the block upwards so it snaps into place

below the show image block.

Reset the display to its original state: OFF

To finish our program, we’re going to turn all of the LEDs off. This will help to prolong the battery
life of the BBC micro:bit.

10
Click on the LED menu. Select the clear screen
block and snap it under the pause block. This will
make sure that all of the LEDs are turned off after
the Creeper face has displayed for 3 seconds.

11
You should now have a finished program
which will display a Creeper face!

Do your own thing!

- Change the pattern in the create image block to show your own design.
- Instead of clearing the display, add another show image and pause block to create a simple two-state
animation. Can you experiment with the brightness of the Creeper image between face changes?

A solution for the complete digital key chain code can be found on page 31. The working
code can be found at www.microbit.co.uk/start-guide/solutions/digital-key-chain.

14
 Lesson 2: Rock, paper, scissors game

Lesson 2: Rock, paper, scissors game

Programming a game of ‘rock, paper, scissors’ using the accelerometer in
Microsoft Touch Develop

Outcome Decomposing the problem

A simple ‘rock, paper, scissors’ game. Each time you This lesson can be decomposed into five parts:
shake the BBC micro:bit, it will randomly choose one of
three shapes: rock, paper or scissors. 1. Design how each shape will look.
2. Create an image that contains three frames; one for
Tutorials each of the three shapes.
3. Randomly generate an offset that will choose which
For a guided tutorial, go to www.microbit.co.uk/td/ of these three frames is displayed.
lessons/rock-paper-scissors/tutorial 4. Display the image on the BBC micro:bit.
5. Create an event handler to detect when the BBC
micro:bit is shaken.

Design the shapes

Before we start to code, we need to plan what the rock, paper and scissors images
will look like.

01
Draw three 5×5 grids and colour in the boxes
(representing LEDs) to show what the rock, paper
and scissors images will look like.

Use the image editor to create

an image with three frames
We need to specify which LEDs will be ON for each of our three frames.

02
Open a new browser window and type
www.microbit.co.uk in the address bar. Click on
Create Code. In Microsoft Touch Develop, click
New project. Type in a name for your script, such
as rock paper scissors. Click on create.

15
 Quick Start Guide for Teachers

03
We need to start by creating an image that
contains three frames: rock, paper and scissors.
Click on do nothing and then select image,
followed by create image.

04
Next, select the 5×5 grid (representing the BBC
micro:bit LEDs) to create each frame. This will bring
up a visual editor, which allows you to control which
of the LEDs you want to turn on for a given frame.

05
Add two more frames to the editor by clicking on
add frame twice.

06
Now, click on the LED boxes corresponding to
those you coloured in for step 1, so that each frame
represents one of the three shapes. Click on the ok
button when you have finished.

07
Now we need to store this image in a variable.
Click store in variable from the keyboard

Using offset
Offset allows us to specify the number of pixels the image is shifted to the right or
left on the BBC micro:bit display. We will use offset to choose the frame in our img
variable that we want to show.

16
 Lesson 2: Rock, paper, scissors game

08
The BBC micro:bit will show one frame of our image
at a time by displaying the image with an offset of
either 0, 5, or 10. (An offset of 0 will display the first
image, 5 the second and 10 the last.)
We want the BBC micro:bit to randomly choose one
of these offset values when we run the script.
Add a new line of code by clicking the + button.
Then click math followed by random. By default,
the random number generator has a limit of 2. This
means that it will randomly generate a number
between 0 and 1. We need to generate three random
numbers, so to fix this, change the 2 inside the
brackets to a 3.

09
We have created code to generate a random
number between 0 and 2. But we actually need
our BBC micro:bit to randomly generate either
0, 5, or 10 (to match our offset values). We can
resolve this by multiplying the randomly generated
number (between 0 and 2) by 5 (resulting in either
0, 5 or 10). Use the keyboard to insert * and then
type 5 (as shown).

10
We have created a random number that is either
0, 5, or 10. However, the value will be lost if we
don’t do anything with it. Let’s store it in a variable
that’s called offset. Click store in variable from
the keyboard. Rename x to offset.

11
Now we need to display the image with the
appropriate offset on the BBC micro:bit. Add a
new line of code by pressing the + button. Then,
on the keyboard click img and then show image.
This will display the image on the BBC micro:bit.

12
By default, the offset of the show image is 0, as
indicated by the number in the brackets. However,
we want to replace the 0 with the variable offset
that we generated in steps 8–11. Delete the 0,
and then select the offset variable from the
keyboard below.

17
 Quick Start Guide for Teachers

The on-shake event

This event is triggered when the BBC micro:bit is shaken vigorously. The BBC
micro:bit detects the shaking movement through its accelerometer.

13
Start by adding an on shake condition to detect
when you shake the BBC micro:bit. Add a new line
of code, then click on input followed by on shake.
(You may need to click on more to display the
input option.)

14
You have created the event handler, but nothing
will happen yet when the BBC micro:bit is shaken.
We need to fix this by moving all the code we have
created so far into the on shake condition. Begin by
selecting the first line of code and then clicking cut.

15
Select the do nothing line inside the on shake
event handler, and then click paste. Cut and paste
the remaining two lines of code so that your screen
looks like the image on the right.

Run your program

See how many times you can win against the BBC micro:bit. Challenge your
students to see how many times they can win against the BBC micro:bit.

Do it yourself!
Can you program the BBC micro:bit to track the scores of your games with the BBC micro:bit?
- You will first need to create a variable for the times you win against the BBC micro:bit.
- Add code so that your score goes up each time you press Button A.
- Add code to display the score on the BBC micro:bit.
- Repeat the previous step for when you lose against the BBC micro:bit. Add code to reduce your score each
time you press Button B, then display the score after either button is pressed.

A solution for the complete rock, paper, scissors game code can be found on page 31. The solution to
these challenges can be found at www.microbit.co.uk/td/lessons/rock-paper-scissors/challenges.

18
 Lesson 3: Digital pet

Lesson 3: Digital pet

Programming an animated pet using variables and functions

Outcome Decomposing the problem

A digital pet (similar to Tamagotchis from the 1990s) This lesson can be decomposed into four parts:
with different states that can be controlled by pressing
Buttons A and B (our input). The idea is that our digital 1. Design how each state will look
pet needs to be taken care of. (which LEDs will be switched on).
2. Create a function that tells our BBC micro:bit
• The default state of the pet is AWAKE. which LEDs to turn on for each state.
• Button A will stroke the pet, causing it to fall ASLEEP. 3. Create a forever loop to continually update the state.
• Button B will feed the pet, so it is EATING. 4. Create conditional statements to specify which
function to run if a particular button is pressed,
Tutorials e.g. if Button A pressed then go to ASLEEP state.

For a guided tutorial go to www.microbit.co.uk/td/

lessons/digital-pet/tutorial

Design how each state will look

Before we start to code, we need to plan out what our pet will look like when it is
AWAKE, ASLEEP or EATING.

01
Draw a 5×5 grid and colour in the boxes
(representing LEDs) to show what your pet will
look like at different times, for example: AWAKE,
ASLEEP, EATING (as shown on the right).

02
Start by opening a new browser window and typing
www.microbit.co.uk in the address bar. Click on
Create Code. In Microsoft Touch Develop, click
New project. Type in a name for your script, such
as Digital pet. Click on create.

Create a function for each state

We’re going to start by programming a function for the different states of our digital
pet (e.g. which LEDs are ON and which are OFF for each state). We’re going to do
this first because we will want to call on these functions later, without having to leave
the main process.

19
 Quick Start Guide for Teachers

03
To create the first function (for our AWAKE face),
select the script button in the top right of the
screen. Click on the add new (+) button to bring
up your resource menu.

04
Select function from the menu. This will bring
you to a new coding area (as shown on the right).
Notice that it will say do stuff at the top. This
is the current name of the function. Click on do
stuff and rename your function to set awake.
Click ok.

05
Now that we have named our function, we need
to specify which LEDs should be turned on for the
AWAKE state. We can do this using the image
editor. Click do nothing in the coding area. A
keyboard will pop up at the bottom of the screen.
Select image. Notice how the keyboard changes.
Select create image.

06
Click on the 5x5 grid within the brackets. You
will notice that none of the LEDs are currently
lit. Select the LEDs that you want to be on when
your digital pet is in the AWAKE state. When you
have finished, click on ok at the bottom right of
the pane.

07
You’ll notice an error message below your line of
code. The BBC micro:bit has created an image,
but the image will be lost if we don’t do anything
with it. Let’s store this image in a variable and
name it img. Click on store in var at the bottom
to store this image.

20
 Lesson 3: Digital pet

08
To show this image on the BBC micro:bit, click the
+ button to create a new line of code. Click on the
image variable name img.

09
To display this image, click on show image.

10
We have created a function to display our digital
pet in its AWAKE state. However, this function
isn’t yet ‘called’ by the main method. Go back to
the main method by clicking on script followed by
main. Click on do nothing, then code, followed by
set awake.

Test your code

Try testing your code at this point. You will see the AWAKE state after pressing the
reset button on the BBC micro:bit. However, there are no ways to interact with this
pet. Let’s fix this!

11
Now let’s create another function to put our digital
pet to sleep. Click on script, followed by add new,
and then function. Rename the script to set
sleep using the same method as you did for
set awake.

12
Just as you did for set awake, create an image for
the sleep mode and store it in a variable named
img. You can do this by clicking on image and
then create image. Next, click on the 5x5 grid.
Plot the LEDs as shown, and click on ok when
you are finished. Finally, click on store in var
at the bottom.

21
 Quick Start Guide for Teachers

13
After you have stored the picture in a variable,
don’t forget to display it as well! To do this, click on
the + button to insert a new line of code and select
img followed by show image.

Create a forever loop to update the display regularly

We now want to create some code that makes the display update regularly. We can do this by
using a forever loop.

14
Click on script and main to return to our main
method. To create a forever loop so that our
program will continuously update the state of our
digital pet, click on the + button to add a new line of
code, then click on basic, followed by forever.

15
We now need to add an IF statement to specify
which function to run when Button A is pressed.
When Button A is pressed, we want to display the
ASLEEP state. Click do nothing, and then if. Now,
we need to add a condition within the IF statement.
We want to know if Button A is pressed, so click
input, button is pressed followed by "A".

16
Now we need to display the SLEEP state when
Button A is pressed. Inside the IF statement, call
the function, set sleep. You can do this by clicking
on do nothing below the IF statement, then code,
followed by set sleep.

22
 Lesson 3: Digital pet

17
At the moment, our digital pet will be set to sleep
for only a split second because the forever loop
executes the code very quickly. So, let’s add a
pause of 5000 milliseconds (5 seconds) after our
pet is set to sleep. To do this, add a new line of
code by clicking the + button, then select basic,
followed by pause. Change 100 to 5000.

18
We now have code that specifies what happens
when Button A is pressed. But what happens
if Button A is not pressed? We want the default
state for our pet to be AWAKE so we need to move
set awake to inside the ELSE statement, which is
found below the IF statement. To do this, select
set awake and then click on the cut button.

19
Now, select do nothing inside of the ELSE
statement, and select paste.

You have now successfully completed

your digital pet!

Do it yourself!
- Can you add another function called set eat so that you can feed your pet?
- Try to feed your pet using Button B.
- Can you add code so your pet tells you when it is going to sleep?
- Can you keep track of how many times you feed your pet, and display that number when the BBC micro:bit
is shaken?

A solution for the complete digital pet code can be found on page 31. The solution to these
challenges can be found at www.microbit.co.uk/td/lessons/digital-pet/challenges

23
 Quick Start Guide for Teachers

Lesson 4: Catch the egg game

Programming a game of ‘catch the egg’ using the accelerometer in
Microsoft Touch Develop

Outcome Decomposing the problem

A ‘catch the egg’ game in which an egg (represented This lesson can be decomposed into seven parts:
by a single LED) ‘falls’ from the top of the BBC micro:bit
display and can be caught in a moveable basket at the 1. Create the global variables for the game.
bottom of the display. The script includes code for the 2. Assign initial values to each of the global variables.
accelerometer, which allows a user to control the 3. Plot the starting positions of the LEDs.
position of the basket when the device is tilted: 4. Create a forever loop to update the display regularly.
• By default, the first ‘egg’ LED starts to drop from 5. Get the ‘egg’ to drop down the LED display.
the centre of the top line of the display. 6. Change the position of the basket using the
• The subsequent ‘eggs’ will then fall from random accelerometer functionality.
positions at the top of the display. 7. Use IF conditions to check the final position of the egg.
• The ‘basket’ will be moved by tilting the
BBC micro:bit.

Tutorials

For a guided tutorial go to www.microbit.co.uk/td/

lessons/catch-the-egg-game/tutorial

Create the global variables for the game

Global variables are different from local variables (which only work inside a single
loop). Global variables are accessible from any part of our program.

01
Start by opening a new browser window and typing
www.microbit.co.uk in the address bar. Click on
Create Code. In Microsoft Touch Develop, click
New project. Type in a name for your script, such
as Catch the egg. Click on create.

02
We’re going to start by creating a number of global
variables that will be accessible from any part of
our program. To begin, click on the script button in
the top right-hand corner.

24
 Lesson 4: Catch the egg game

03
A menu will pop up, which allows you to add other
features to your program. In this case, we’re going
to add in a global variable by clicking on the +
button.

04
Select the data button from the menu that
appears.

05
Now it’s time to select a data type. For this
program we’re going to use Number for our
variables. This is because we’re going to be using
x and y coordinates to designate the position of our
basket to catch the falling eggs.

06
We’re going to start by creating a variable for the
x-position of the basket we will use to catch the
egg. Type in basket x, then click the ok button.
You should see your basket x variable in vars.

Naming variables
Explain, or remind students, to be as descriptive as possible when naming variables
(e.g. score, timer, etc.) rather than using generic names (e.g. variable 1, variable 2,
etc.). It’s much easier to find and fix problems with variables when you can easily
work out which one isn’t working.

25
 Quick Start Guide for Teachers

07
Repeat steps 2−6 to create all the variables for
your game. You will need to create three variables
in total: basket x, egg x (to control the
horizontal position of the egg) and egg y
(to control the vertical position of the egg).

Once you have finished setting up each of the

variables, you should have something which
looks like the image on the right.

Assign initial values to each of the global variables

As with any programming language, when you declare your variables, you need to set them
to a value. This value can be manipulated and changed later on.

08
Return to your main function. Click do nothing
below the main function, then select the data
button from the keyboard.

09
Select the variable basket x to begin with.
Remember: basket x controls the x-position
of the basket.

10
To assign a value to the basket x variable, select
the assignment (:=) button from the keyboard.
We want the basket to sit in the centre of the
bottom row of the display, so type in 2. Click on
the + button below the basket x variable to add
lines for the other two variables.

11
Assign values to the remaining two variables by
following the step above. We want the egg to
start falling from the top centre of the display at
the beginning of our program, so set egg x to 2
(middle) and egg y to 0 (top).

26
 Lesson 4: Catch the egg game

Plot the starting positions of the LEDs

All LEDs on the BBC micro:bit display are OFF by default. We’re going to program the
BBC micro:bit to plot our first lights.

12
Click the + button to add another line of code
below your assigned variables. Select led from
the keyboard and then select the plot button (on
screen 2 of the keyboard). You should now have
something which looks like the image shown on
the right.

13
The code shown above will only turn on a LED at
position (0,0). We need to remove each of these
values and replace them with our egg x and egg y
value. Delete the first 0 and replace it with egg x.
Repeat this process to select egg y for the
second 0.

14
We now need to plot the starting position of the
basket (basket x). Click the + button to add a new
line of code. Then select led from the keyboard
and then select the plot button. Change the first 0
to the basket x variable and the second 0 to 4.

Test your code

It’s important to regularly test that our code is working correctly so we can debug any errors.
Regularly remind students of the importance of testing.

15
At this point in the program we’re going to run the
script by selecting the run button. You should see
something similar to the simulator on the right
when you run your program.

27
 Quick Start Guide for Teachers

Create a forever loop to update the display regularly

Our next section of code requires you to get the display to update regularly. We do this by
using a forever loop. This is to make sure that the program is always running. If we didn’t
use a forever loop, then we would have to write lots of lines of code to simulate our outcome.

16
Add a new line of code by pressing the + button.
Select basic, and then forever.

Get the ‘egg’ to drop down the LED display

We now want to get the egg to look like it is dropping down the display.

17
Before we can light up the second LED (below
the first), we need to unplot the original LED. This
will ensure a smooth transition from one lit LED
to another – to create the impression the egg is
falling. Select led from the keyboard and unplot.
Unplot both your basket position (basket x) and
your egg position (egg x, egg y), as shown in
the picture.

18
To get the egg to move down the display, we need
to change the vertical position of the egg (egg y).
We can do this by adding 1 to the value of egg
y, each second. Select egg y and assign (:=) the
variable to egg y + 1.

19
You now need to plot the egg in its new position,
using plot as we have previously (see step 12).
We will need to slow down the movement of the
egg. Select basic and pause, and input 300
milliseconds. This will allow you to see the lights
fall down the screen at a slower pace.

Run your program, you should notice the egg fall down the board.

28
 Lesson 4: Catch the egg game

Change the position of the basket

using the accelerometer functionality
It’s now time to change the position of the basket. You can do this by using the accelerometer
within the BBC micro:bit. You may have used an accelerometer in your smartphone when
playing games previously.

20
We’re going to add the next line of code above
the pause. Select input from the keyboard. To
use the accelerometer you will need to select the
acceleration button. Now select store in var. The
program sets the acceleration to left and right. This
is the default position ("x"); you can also control up
and down ("y"). You should have something like this:

21
We now need to work out the position of the
accelerometer and then turn the LEDs on. Select
the basket x variable from the data menu in the
keyboard. Select the assignment (:=) button.

22
Type in number 2, + and then select the math
library from the menu at the bottom. We need the
math library in Microsoft Touch Develop so that we
can do our maths calculations and work out the
position of the accelerometer.

23
Select the min button. Replace the first number
with 2 and then math and then max. This code
is finding the highest and lowest values that the
board could move to the left and right. Your code
should look like the picture, on the right.

24
To finish, we need to replace the maximum values
with -2 and then the variable we created. In this
case it’s called acc x. Divide it by 200.

29
 Quick Start Guide for Teachers

25
You now need to add a line above the pause line
to plot the basket. To do this, select led and plot
and click on data to use basket x.

Test your program on the device

Before you run the program on your device, use the simulator to test that it works on
screen. Use the mouse to simulate accelerometer input. You should now notice that
the lights change when you move the BBC micro:bit left and right. You should also
notice that the egg falls from the top of the display.

Use IF statement to check the final position of the ‘egg’

We now want to make sure that the egg moves back to the top of the screen when
it gets to the bottom of the board. We will need to use an IF statement to do this.

26
Select if from the menu and create a conditional
statement for if egg y is greater than 4. This
means the egg is off the display because 4 is the
bottom of the board.

27
Inside this IF statement, we’re going to tell the
egg to find a new position at the top of the screen.
We’re going to set the value to -1 so that the egg
is hidden just above the board before it appears
at 0. We’re then going to set the position of egg x
using the math library to find a random value.
Can you repeat the code shown? If you test your
program now, you will notice that the egg keeps
falling down the screen in random positions.

Do your own thing!

- Now that the egg falls down the display, use an IF statement to detect if you caught the egg in the basket.
- We can keep track of the score now that we can detect when the egg is caught in the basket! Add the
game library to your script so you can keep track of how many eggs have been caught with the add
score function.
- Don’t forget to remove one life when an egg falls off the display. This way when the player runs out of
lives, the game will be over and the score will be displayed.
- Make the game harder as you catch more eggs. To do this, create a global variable called falling
pause to keep track of how fast the egg falls. After every 5 catches, subtract 50 from the value of
falling pause so the egg will keep falling faster down the display as the basket fills up with eggs.

A solution for the complete catch the egg game code can be found on page 31. The solution to these
challenges can be found at www.microbit.co.uk/td/lessons/catch-the-egg-game/challenges

30
 Solutions

Solutions

Lesson 1: Digital key chain Lesson 3: Digital pet

Lesson 2: Rock, paper, scissors Lesson 4: Catch the egg game

31
 Quick Start Guide for Teachers

The BBC micro:bit and the curriculum

Although the BBC micro:bit has been designed with young people’s own independent use in mind, for
schools in England following the new computing curriculum, BBC micro:bit has the potential to be a really
interesting platform for exploring lots of the required content.

KS3 Computing PoS Subject content BBC micro:bit contexts

design, use and evaluate computational abstractions that Students can learn much about the idea of abstraction by
model the state and behaviour of real-world problems and thinking about the different layers of systems that have
physical systems to operate together to make the BBC micro:bit work, as
illustrated by the relationship of Microsoft Touch Develop
or Blockly to C++ and to the ARM mbed machine code that
runs on the chip itself.

understand several key algorithms that reflect There’s scope here to get students thinking algorithmically,
computational thinking [for example, ones for sorting and carefully planning their programs before they write any
searching]; use logical reasoning to compare the utility of code. Some key algorithms could be implemented on the
alternative algorithms for the same problem BBC micro:bit too, from finite state machines (Lesson 3:
Digital pet) to ‘guess my number’ games using binary
search.

use two or more programming languages, at least one Students could compare programming the same algorithm
of which is textual, to solve a variety of computational in both the Microsoft Block and Microsoft Touch Develop
problems; make appropriate use of data structures [for Editors. They can also learn to design and develop
example, lists, tables or arrays]; design and develop modular programs using user-defined functions in
modular programs that use procedures or functions Microsoft Touch Develop.

understand simple Boolean logic [for example, AND, There’s chance to explore Boolean logic using the AND,
OR and NOT] and some of its uses in circuits and OR and NOT operators built in to the language and the A
programming; understand how numbers can be and B input buttons on the BBC micro:bit.
represented in binary, and be able to carry out simple
operations on binary numbers [for example, binary addition, The 25-pixel display lends itself to investigating binary
and conversion between binary and decimal] representation, both for images, creating simple bitmap
sprites, and for numbers, using it to display numbers up
to 225 using binary place value! Why not create a binary
counter or even a clock using the BBC micro:bit?

understand the hardware and software components that As it’s a simple system, the BBC micro:bit provides a
make up computer systems, and how they communicate more accessible way for students to grasp complex ideas
with one another and with other systems of how hardware and software systems behave and
communicate.

understand how instructions are stored and executed within The use of compiled machine code here might be part of
a computer system; understand how data of various types a unit of work exploring how instructions are stored and
(including text, sounds and pictures) can be represented executed in computers.
and manipulated digitally, in the form of binary digits

undertake creative projects that involve selecting, using, There’s ample scope for creative projects here, achieving
and combining multiple applications, preferably across a challenging goals and meeting the needs of known users.
range of devices, to achieve challenging goals, including The limitations of the BBC micro:bit interface make it a
collecting and analysing data and meeting the needs of great way to think creatively about design and usability.
known users

create, re-use, revise and re-purpose digital artefacts for Remixing code via the BBC micro:bit site provides some
a given audience, with attention to trustworthiness, design great opportunities for working with ‘digital artefacts’
and usability produced by others.

understand a range of ways to use technology safely, Participating in the BBC micro:bit online community
respectfully, responsibly and securely, including protecting provides an opportunity to emphasise the need for respect
their online identity and privacy; recognise inappropriate and responsibility when working online.
content, contact and conduct and know how to report
concerns

32
The BBC micro:bit Quickstart Guide for Teachers is designed
to support educators in effective use of the BBC micro:bit devices
distributed to all Year 7 students in the United Kingdom as
part of the BBC’s Make It Digital initiative.

Supported by Microsoft and published by Hodder Education,

this indispensable guide features:

• An introduction to the Make It Digital initiative

• An outline of what the BBC micro:bit is and what it is designed to do

• Advice on how teachers and students can get the most out of the
BBC micro:bit device, including how the hardware and supporting
services work (including the BBC micro:bit website, code editors
and code compiler)

• Guidance on how to get started with creating programs for the BBC
micro:bit using the Microsoft Touch Develop Editor, and how to
compile them and upload them to your device

• Coding lessons of varying difficulty with step-by-step walkthroughs

and solutions for each activity

• Curriculum references, providing educators with opportunities to

introduce key computational thinking concepts and map outcomes
back to aspects of the English computing programme of study