Year 1 Computing

Students explore how simple daily tasks like making a sandwich or getting dressed are actually sequences of steps, focusing on the order and clarity of instructions.

Students practice ordering a series of picture cards to represent a daily routine, understanding the importance of logical sequence.

Students are introduced to the concept of debugging by identifying and correcting mistakes in simple physical sequences or instructions.

Students practice 'reading' a sequence of movements or actions to predict where a person or object will end up, developing logical reasoning.

Students design and act out simple movement algorithms for each other, using directional language like 'forward', 'turn left', 'step'.

Students identify and extend simple patterns in sequences of objects, sounds, or movements, a foundational skill for computational thinking.

Students explore the concept of repetition by identifying actions that happen multiple times and creating instructions that use 'repeat' commands.

Students learn the basic commands of forward, backward, left, and right to move a robot across a simple grid map.

Students design a path for a robot to follow, avoiding obstacles and reaching a target on a more complex map.

Working in teams, students solve puzzles and navigate complex mazes using logical reasoning and debugging skills when their programs don't work as expected.

Students explore how simple sensors (e.g., touch, light) can provide input to a robot and influence its behavior.

Students program robots to act out simple stories or scenarios, integrating movement and perhaps sound to tell a narrative.

Students explore simple 'if...then' concepts by programming a robot to make a decision based on a condition (e.g., 'if obstacle, then turn').

Students explore different digital brushes, colors, and effects to understand how software tools mimic physical ones and develop fine motor skills.

Students use pre-defined geometric shapes within a digital art program to build complex images like houses, cars, or animals on screen.

Students learn to layer different digital images or shapes to create a collage, understanding the concept of foreground and background.

Students understand that digital work can be saved, retrieved, and shown to others, learning basic file management.

Students use simple drawing tools and text to create a short digital story or comic strip, combining images and words.

Students use a digital camera or tablet to take photos, learning about framing, focus, and the immediate feedback of digital images.

Students identify different attributes of objects like color, size, and shape to group them, understanding classification.

Students represent data visually using simple pictures or bars to count and compare items, introducing basic data representation.

Students use a simple computer program or spreadsheet to record and display information about the class or a collection of items.

Students learn to collect simple data by conducting surveys and using tally marks to record responses, understanding data collection methods.

Students practice interpreting information presented in simple pictograms and bar charts, answering questions about the data.

Students learn to tell a simple story or draw conclusions from the data they have collected and charted, practicing basic data analysis.

Students take a walk around the school or classroom to identify various pieces of technology and discuss their functions.

Students understand that they interact with technology by giving it instructions (input) and receiving a result (output) through various devices.

Students compare and contrast the types of technology used at home versus at school, discussing their different purposes.

Students discuss how technology can be used for good and the importance of balancing screen time with other activities.

Students explore various educational apps and websites, understanding how digital tools can support learning.

Students imagine and draw future technologies, considering how they might solve problems or make life easier.

Students learn that devices can connect to each other (e.g., a mouse to a computer, headphones to a tablet) and why these connections are useful.

Students understand that actions online can be seen by others and remain accessible, introducing the concept of a digital footprint.

Students identify trusted adults and learn when and how to seek help if something online feels strange, upsetting, or unsafe.

Students learn about passwords and why certain information, like their home address or full name, should remain private online.

Students discuss the importance of respectful communication and behavior when interacting with others in digital spaces.

Students learn to identify common signs of unsafe or inappropriate content online and understand what to do if they encounter it.

Students reflect on the importance of balancing screen time with physical activity, creative play, and social interaction for overall wellbeing.

Students learn about rules for using online games or websites, including the importance of asking for permission from adults before accessing new content.