micro:bit Coding Cards

Control blinking rhythms by changing pause durations.

Please note this resource was tailored for US schools and may require adjustments to suit UK schools.

🇬🇧 Teacher Notes

CSTA

Florida - NGSSS

National Curriculum

Curriculum for Excellence

Code

Extend

STEAM Classroom Robotics - micro:bit

United States

Compare and refine multiple algorithms for the same task and determine which is the most appropriate.

CSTA.1B-AP-08

Create programs that include sequences, events, loops, and conditionals.

CSTA.1B-AP-10

Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features.

CSTA.1B-AP-12

Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.

CSTA.1B-AP-15

Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.

CSTA.2-AP-12

Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.

CSTA.2-AP-13

Create procedures with parameters to organize code and make it easier to reuse.

CSTA.2-AP-14

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.

UK - England

Year 3

Year 4

Year 5

Year 6

KS2-1

Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

KS2-2

Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.

KS2-3

I understand the operation of a process and its outcome. I can structure related items of information.

UK - Scotland

TCH 2-13a

I can explain core programming language concepts in appropriate technical language.

TCH 2-14a

I understand how information is stored and how key components of computing technology connect and interact through networks.

TCH 2-14b

TCH 2-15a

Describe how models and simulations can be used to solve real-world issues in science and engineering.

SC.35.CS-CS.1.2

Identify ways that technology can foster teamwork, and collaboration can support problem solving and innovation.

SC.35.CS-CC.1.3

Create a simple model of a system (e.g., flower or solar system) and explain what the model shows and does not show.

SC.35.CS-CS.1.4

Explain that computers model intelligent behavior (as found in robotics, speech and language recognition, and computer animation).

SC.35.CS-CS.6.3

Create, test, and modify a program in a graphical environment (e.g., block-based visual programming language), individually and collaboratively.

SC.35.CS-CP.2.2

Detect and correct program errors, including those involving arithmetic operators, conditionals, and repetition, using interactive debugging.

SC.35.CS-CP.2.5

Decompose a problem and create a function for one of its parts at a time (e.g., video game, robot obstacle course, making dinner), individually and collaboratively.

SC.68.CS-CS.2.5

Select appropriate tools and technology resources to accomplish a variety of tasks and solve problems.

SC.68.CS-CP.3.1

Identify and describe the use of sensors, actuators, and control systems in an embodied system (e.g., a robot, an e-textile, installation art, and a smart room).

SC.68.CS-CS.4.4

Design and demonstrate the use of a device (e.g., robot, e-textile) to accomplish a task, individually and collaboratively.

Code a micro:bit to Blink

Code

Blink