Computing · Year 1

Active learning ideas

Digital Balance and Wellbeing

Active learning works for digital balance because young children learn best through movement, touch, and social interaction. When they physically sort activities or create posters, they connect abstract ideas about wellbeing to concrete experiences with their bodies and emotions.

• National Curriculum Attainment Targets
• KS1: Computing - Digital Literacy
• KS1: Computing - Technology Beyond School

• 10–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Four Corners
• 20 min · Whole Class

Whole Class: Body Feelings Circle

Gather students in a circle. Ask them to sit still for 2 minutes pretending to use a screen, then note body feelings. Follow with 2 minutes of jumping and stretching, comparing sensations. Chart responses on a class board.

How does your body feel after spending a long time looking at a screen?

Facilitation Tip

During the Body Feelings Circle, move slowly between each child so quieter voices have space to contribute without interruption.

What to look for

Give each student a drawing of a happy face and a tired face. Ask them to draw one activity they do on a screen next to the tired face and one non-screen activity they enjoy next to the happy face. They can add one word to describe how each activity makes them feel.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 02

• Four Corners
• 25 min · Pairs

Pairs: Screen vs Play Sort

Give pairs picture cards of screen activities and offline ones. They sort into 'makes me tired' or 'makes me happy' piles, discuss why, and share one choice with the class. Extend by acting out a favorite.

What other fun things can you do that do not need a screen at all?

Facilitation Tip

For the Screen vs Play Sort, model sorting two items first to show how to compare feelings and preferences clearly.

What to look for

Gather students in a circle. Ask: 'Imagine you played outside all afternoon. How does your body feel? Now, imagine you watched TV for the same amount of time. How does your body feel different?' Encourage them to share specific feelings like 'energetic' or 'sleepy'.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 03

• Four Corners
• 35 min · Small Groups

Small Groups: Balance Day Posters

In groups, students draw a day split into screen time, play, and rest sections. Label with feelings and colors. Groups present posters, explaining their balanced routine to the class.

Why is it important to take breaks and do non-screen activities every day?

Facilitation Tip

When groups make Balance Day Posters, visit each group twice to ask guiding questions rather than giving answers directly.

What to look for

Show students pictures of different activities (e.g., playing a video game, building blocks, reading a book, running in the park). Ask them to give a thumbs up if the activity is screen-based and a thumbs down if it is not. Follow up by asking why they chose their answer.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 04

• Four Corners
• 10 min · Individual

Individual: My Break Tracker

Each child gets a simple chart for one week. They sticker screen time and non-screen activities daily, noting body feelings. Review together at week's end to spot patterns.

How does your body feel after spending a long time looking at a screen?

Facilitation Tip

As students complete My Break Tracker, remind them to use simple words like ‘tingly’ or ‘calm’ to capture sensations precisely.

What to look for

Give each student a drawing of a happy face and a tired face. Ask them to draw one activity they do on a screen next to the tired face and one non-screen activity they enjoy next to the happy face. They can add one word to describe how each activity makes them feel.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

A few notes on teaching this unit

Teachers approach this topic by making the invisible visible—helping children notice subtle body cues and link them to activities. Avoid abstract lectures; instead, use guided comparisons and collaborative creation. Research on metacognition in KS1 shows that naming feelings and linking them to actions builds lasting self-regulation habits early.

Success looks like students discussing screen and non-screen activities with curiosity, naming physical sensations accurately, and planning personal balance without prompting. They should compare activities confidently and suggest small changes to their routines.

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Watch Out for These Misconceptions

• During Screen vs Play Sort, watch for students grouping activities by fun rather than by how they feel in their bodies.

  Prompt students to place each activity card near the feeling face (happy, tired, fidgety) that matches their own experience, not just preference.

• During Body Feelings Circle, watch for students saying ‘I don’t know’ when asked how their body feels after screen time.

  Offer choices like ‘Does your neck feel stiff or your eyes feel tired?’ to help them identify sensations they may not notice alone.

• During Balance Day Posters, watch for groups labeling every activity as ‘fun’ without contrasting energy levels.

  Ask each group to add a star to the three activities that give them the most energy and a moon to the three that make them feel tired.

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Methods used in this brief

• Four Corners