Display the Presentation: Brain dump and arrange the children into pairs.

Allow time for paired discussion before inviting the children to share their ideas.

The children may recall:

• Block coding uses blocks to create a sequence of instructions for a computer.
• Blocks can make something move forward, left or right.
• Blocks are dragged and dropped.
• The order of the blocks is important so that the program works.

Display the Presentation: Action cards.

Presentation: Action cards

Invite a child to come up and select a card, then drag it to the sequencing area of the screen.

Repeat, asking different children to select and add a card to the sequence each time. Encourage them to consider the order and how each action affects the next; for example, sitting down and jumping might be tricky.

Review the commands with the children and perform the actions together as a class once the sequence is complete. Repeat to create a new sequence if time allows.

Point out that following the commands in the sequence is similar to programming a computer or device as it involves giving instructions to make the computer perform specific tasks.

Watch the Pupil video: Introduction to MakeCode.

Discuss any key findings that the children have found from the video.

Open the link: Microsoft MakeCode and introduce the children to the platform. Allow the children to hold and pass a micro:bit round if a physical one is available.

Remind the children that in the last lesson, they used a skill to break down a problem into smaller pieces and also focused on the important parts of the program. Explain that today, when using MakeCode, they will focus on recognising different patterns (pattern recognition) and creating an algorithm (algorithm design). 

Inform them that each block is an instruction that tells the micro:bit what to do. Point out that a program is just a series of these instructions, or algorithms, that the micro:bit follows to perform tasks. 

Without giving any more information, allow the children time to explore the platform independently.

Show the children the Activity: Block hunt, and explain that they will tinker with MakeCode to discover what the different blocks do. 

Hand out the devices (one each) and share the link: Microsoft MakeCode with the children. Hand out the Activity: Block hunt (one each) and encourage the children to click around to identify and discover what the different blocks do. 

Invite the class to share their initial thoughts and observations, noting any interesting findings they may share. Use the Resource: Block hunt (one teacher copy) to support. 

Inform the children that they will use the ‘input’ and ‘basic’ blocks in MakeCode to create a project over the coming weeks. Explain that these blocks are the basic parts needed to make interactive programs; they help us learn how coding tells a computer what to do. Point out that the ‘on start’ and ‘forever’ blocks will already be on the screen. Explain their importance and how they are used (see Teacher knowledge).

Allow the children to continue tinkering, encouraging them to explore the effects of different combinations using the ‘input’ and ‘basic’ categories. While the children are tinkering, walk around the room to answer any questions and gauge what they might need more help with later.

Arrange the children into pairs and ask each child to show their partner one thing they created or discovered in MakeCode. Encourage them to explain what the blocks they used do and how they fit together.

Ask a few pairs to share what they discussed with the class.

Highlight any interesting findings or creative uses of blocks. Reinforce the idea that by creating a sequence of instructions in MakeCode, they made an algorithm and used the skill of algorithm design just like a programmer. Inform the children that by noticing and using repeated blocks, they practised the skill of pattern recognition, which helped them understand how to create better sequences in their programs (e.g. using a block more than once).