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Supported by Raspberry Pi

Micro:bit treasure hunt

Use a micro:bit project to send graphics in this tech-filled treasure hunt.

You will need

  • Access to a computer
  • Treasure
  • Micro:bits
  • Battery packs
  • USB A to USB B cables
Notes and handout (Micro:bit treasure hunt)
PDF – 1.6MB

 Before you begin

  • Don’t panic if you’ve never used (or have never even heard of) a micro:bit before. There’s plenty of info below, and this activity’s a great way for everyone to learn. It’s a good idea to spend some time reading the information and practising before you lead the activity, though.
  • If you don’t have enough computers for everyone to work in pairs, you could run this activity as one base, so groups visit one at a time. You could also look in to visiting a local library or school to use their computers.
  • If you don’t have enough micro:bits, people could take it in turns to load their code on. You only need the physical micro:bits for the treasure hunt at the end, all the coding happens on the computers.
  • If your meeting place has internet access, you can run the micro:bit MakeCode editor in a web browser by following this link.
  • If you don’t have internet access, don’t worry. If you’re using Windows 10, you can download and install the free MakeCode app. Once it’s downloaded and installed, you can use it without an internet connection.
  • You may already know people with digital skills who’d love to help run this activity. Why not reach out to parents, carers, and others in your community?


Tech-free treasure hunt

  1. Everyone should get into pairs.
  2. Each pair should decide who’ll be the hider and who’ll be the seeker.
  3. The seeker should close their eyes. The hider should hide an object (the treasure) somewhere in the meeting place.
  4. The seeker should search for the object. The hider should guide their partner by saying ‘warmer’ when they move closer to the object and ‘colder’ when they mov further away.
  5. Once the seeker’s found the object, they should swap roles so everyone has a turn at being the hider and the seeker.

Introducing: the micro:bit

  1. Everyone should stay in their pairs and chat about how digital devices (for example, mobile phones) use radio transmissions to communicate with each other.
  2. Everyone should think about how digital devices can improve accessibility. For example, they can help people who have a hearing impairment or who don’t speak the same language.
  3. The person leading the activity should introduce the micro:bit. They may want to use the information in ‘What is a micro:bit?’ to help them explain what it is, what it can do, and what everyone will be using it for in this activity.

Code the micro:bit

  1. Each pair should get a computer, two micro:bits, two battery packs, one USB A to USB B cable, and a copy of the ‘Activity handout’ sheet.
  2. The person leading the activity should show everyone how to open the micro:bit MakeCode editor.
  1. Everyone should follow the instructions in the ‘Notes and handout’ pack to code their micro:bits.

Find the treasure

  1. Each pair should decide who’ll be the hider and who’ll be the seeker.
  2. Just like before, the seeker should close their eyes while the hider hides the treasure.
  3. The seeker should start searching for the treasure, taking a micro:bit with them.
  4. The hider should use the buttons on their micro:bit to send ‘warmer’ and ‘colder’ messages to the seeker.
  5. Once the seeker’s found the treasure, they should swap roles to become the hider and play again.
  6. Once everyone’s had a turn at being the hider and the seeker, everyone should gather back together. People should take it in turns to explain their code.


This activity was all about developing skills. Everyone developed their programming skills. How did people (including the grown ups!) feel before they got stuck in? Perhaps they felt a bit nervous to try something very different, or excited to learn something new.

The seeker’s micro:bit responded to signals from their partner’s micro:bit. When might this be extra useful? People might think about playing a game quietly, when people can’t hear, or when people don’t speak the same language.

Everyone should think about how digital makers can use their skills to make things that make the world more accessible (for example, helping people who have a hearing impairment or who experience a language barrier). Everyone should share their ideas.


All activities must be safely managed. Use the safety checklist to help you plan and risk assess your activity. Do a risk assessment and take appropriate steps to reduce risk. Always get approval for the activity and have suitable supervision and an InTouch process.

Online safety

Supervise young people when they’re online and give them advice about staying safe.

For more support around online safety or bullying, check out the NSPCC website. If you want to know more about specific social networks and games, Childnet has information and safety tips for apps. You can also report anything that’s worried you online to the Child Exploitation and Online Protection command.

As always, if you’ve got concerns about a young person’s welfare (including their online experiences), follow the Yellow Card reporting processes.