We are a charity with the mission to enable young people to realise their full potential through the power of computing and digital technologies.
also looked at some different inputs like, um, the microphone or the A and the B
Last month we put out a blog post advertising that I would be doing a tour of America, with a rough initial route, and we welcomed requests for visits. Over the next couple of weeks I was overwhelmed with visit requests – I plotted all the locations on a map and created a route aiming to reach as…
(wardrobe by Pimoroni) and another suitcase full of 40 brand new Raspberry Pis (B+
We are a charity with the mission to enable young people to realise their full potential through the power of computing and digital technologies.
, the vast majority of jobs those children will go into will be tech enabled or B
Pupils will initially use the buttons to change the value of a variable using selection. They will then develop their programs to update the variable by moving their micro:bit using the accelerometer to sense motion. Finally, they will learn that a variable’s value remains the same after it has been checked by the program.
Pupils will be introduced to the micro:bit as an input, process, output device that can be programmed. Pupils will familiarise themselves with the device itself and the programming environment, before creating their own programs. They will then run their programs on the device. Note: This unit is written assuming that you will be using a desktop or laptop computer (not a tablet) to connect micro:bits.
Pupils will apply their understanding of the importance of order in programs. They will then use operands in selection to determine the flow of a program. Pupils will then modify a program which will enable the micro:bit to be used as a navigational device. To code this, they will adapt the code they completed to make a basic compass.
During this lesson, learners will compare their projects to their designs. They will think about how they could improve their designs by adding additional features. They will modify their designs and implement the changes on their devices. Learners will find and correct errors in programs (debug) and discuss whether they debugged errors in their own projects.
In this lesson, learners revisit previous learning on ‘selection’ and identify how ‘conditions’ are used to control the flow of actions in a program. They are introduced to the blocks for using conditions in programs using the Scratch programming environment. They modify the conditions in an existing program and identify the impact this has.
Pupils will use the design that they have created in Lesson 5 to make a micro:bit-based step counter. First they will review their plans, followed by creating their code. Pupils will test and debug their code, using the emulator and then the physical device. To successfully complete this project, Pupils will need to demonstrate their understanding of all the programming lessons they've had so far.
Pupils will be working at the design level. They will pick out features of a step counter, a piece of technology with which they are likely to be familiar. They will then relate those features to the sensors on a micro:bit. In the main activity, pupils will design the algorithm and program flow for their step counter project.
