If you were unable to join us for Engaging All Learners with Game Development on the micro:bit, don’t worry! You can catch up on all the content and a recording of the session below.

Bringing Retro Game Development to Life with the micro:bit

Key Takeaways:

• The micro:bit’s simplicity and built-in sensors make it an accessible tool for creative game development in the classroom.

• Retro-style games like Space Invaders provide an engaging way to teach core programming concepts such as iteration, selection, inputs, and outputs.

• Using the micro:bit Classroom Tool enables teachers to manage student screens, share starter code, and support differentiated learning.

• Encouraging experimentation and even ‘breaking the code’ fosters problem-solving skills and resilience in young learners.

• Adding personal touches—like custom sound effects or new game challenges—helps students take ownership of their projects and express creativity.

Game development can be a powerful way to inspire curiosity and engagement in computing lessons. In this CAS Physical Computing session, Chris Lovell, Head of Computing at a UK girls’ school, demonstrated how he uses the micro:bit to create simple retro games that motivate learners across Key Stages 2 and 3.

Chris began by highlighting the importance of minimising classroom complexity. Unlike science or DT teachers, many computing teachers work in standard classrooms without specialist equipment. The micro:bit stands out because it requires only the device itself and a computer—yet still allows students to use inputs, outputs, and sensors to build interactive projects.

To showcase this, Chris guided attendees through building a version of Space Invaders. Using the micro:bit Classroom Tool, he demonstrated how teachers can share code directly with students, lock screens to focus attention, and monitor progress in real time. The game incorporated essential programming concepts—like loops, conditional statements, and event handling—while staying accessible even for Year 5 and 6 pupils.

Chris emphasised the creative potential of game-making: “Computer science is a form of creative expression, just as much as music or art.” Students are encouraged to modify the game by adjusting difficulty, adding sound effects, or introducing their own twists—such as firing ‘potatoes’ instead of lasers. This spirit of experimentation nurtures a classroom culture of curiosity and resilience, where mistakes are seen as part of the learning process.

A discussion during the session, prompted by a participant’s question about displaying the score on the micro:bit, demonstrated how teachers and learners can work together to debug and improve their projects. The session illustrated not just the technical skills involved in coding but also the collaborative and exploratory mindset that computing education seeks to promote.

Next Steps:

Consider the following questions for your own classroom practice:

• How could game development projects like this help your students see coding as a creative activity?

• In what ways might you adapt a project such as Space Invaders to suit different ability levels in your class?

• How can you use tools like the micro:bit Classroom Tool to support differentiation and classroom management?

• What opportunities exist to link game-making with other subjects, such as mathematics (coordinates, variables) or art (sprite design)?

Example classroom exercises:

• Ask students to add sound effects that change as the game becomes harder.

• Challenge students to modify the alien’s movement using randomisation.

• Invite students to design their own ‘boss level’ or alternative game themes.

• Incorporate a debugging challenge where students intentionally ‘break’ part of the code and then fix it.

Further Resources:

Micro:bit Space Invaders resource

CAS Physical Computing Recordings