Computing · Year 1 · Digital Painting and Creative Art · Spring Term

Introduction to Digital Storytelling

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

• National Curriculum Attainment Targets
• KS1: Computing - Creating Content
• KS1: Computing - Information Technology

About This Topic

Introduction to Digital Storytelling guides Year 1 pupils to create simple digital narratives using basic drawing tools and text features in programs like 2Paint or Purple Mash. Children draw characters and scenes, then add captions or speech bubbles to form comic strips or short stories. This process teaches how pictures convey actions while words provide details, dialogue, or sequence, directly addressing key questions about combining media to show events.

Aligned with KS1 Computing standards for creating content and using information technology, this topic integrates with the Digital Painting and Creative Art unit. It develops sequencing, basic composition, and communication skills, while linking to English for narrative structure. Pupils practise purposeful technology use, building confidence in saving, editing, and sharing digital work.

Active learning excels here because children actively experiment with tools, receive peer feedback on drafts, and present stories. These steps make abstract concepts like media synergy concrete, spark creativity, and encourage reflection on what makes a story clear and engaging.

Key Questions

1. Can you make a short story using pictures and words on the computer?
2. How do the pictures and words in your story help show what is happening?
3. What did you like about your friend's digital story?

Learning Objectives

• Create a digital story using drawing tools and text features.
• Demonstrate how combining images and text can convey narrative elements.
• Compare their digital story with a peer's, identifying similarities and differences in their creative choices.
• Explain the function of specific tools (e.g., brush, text box, speech bubble) within the digital art software.

Before You Start

Basic Computer Skills

Why: Students need to be able to use a mouse and keyboard to navigate software and input text.

Introduction to Drawing Tools

Why: Familiarity with basic drawing tools like brush, pencil, and fill color is helpful before adding text elements.

Key Vocabulary

Digital Story	A short narrative created using computer software, combining pictures, text, and sometimes sound.
Comic Strip	A sequence of drawings, typically in panels, that tells a story or depicts a series of related events.
Speech Bubble	A shape, usually containing text, that is drawn above a character's head in a comic to represent their spoken words.
Caption	A short piece of text that explains or describes an image or a part of a drawing.

Watch Out for These Misconceptions

Common Misconception

Pictures alone tell the full story, words are optional.

What to Teach Instead

Images show actions, but words clarify who, what, or why, making stories complete. Pair activities where one adds pictures and another words highlight this partnership, helping pupils see through peer reviews how combined media strengthens clarity.

Common Misconception

Digital stories must copy real books with many pages.

What to Teach Instead

Short formats like three-panel comics suit young creators and devices. Group chain activities demonstrate that brief, focused narratives engage audiences effectively, building pupils' confidence through iterative sharing and editing.

Common Misconception

If the drawing tool erases work, the story is ruined.

What to Teach Instead

Saving drafts and using undo teaches resilience in digital creation. Whole-class demos with real-time fixes show editing as part of storytelling, turning mishaps into learning moments during collaborative reviews.

Active Learning Ideas

Pairs: Buddy Comic Swap

Pair pupils to co-create a three-panel comic: one draws the first two panels, the partner adds text and the final panel. Pairs swap roles midway, then rehearse reading their comic aloud. End with pairs presenting to another pair for quick feedback.

35 min·Pairs

Small Groups: Story Chain

In groups of four, pupils build a chain story: each adds one image and sentence to a shared document, passing the device around. Groups discuss how their additions connect before finalising. Share one group story with the class via projector.

45 min·Small Groups

Whole Class: Modelled Demo

Project a shared screen as you model creating a simple story, pausing for class input on images or words. Pupils then recreate a class-chosen story individually on devices. Conclude with a gallery walk to view and comment on peers' versions.

40 min·Whole Class

Individual: Personal Tale

Each pupil creates a short story about their day using four slides: draw key moments, add one-word captions. Save and print for a class display. Follow with individual reflections on what pictures or words worked best.

30 min·Individual

Real-World Connections

• Graphic novelists and comic book artists use digital tools to draw characters, design panels, and add dialogue, creating stories for readers worldwide.
• Children's book illustrators often start with digital sketches, combining artwork with text to create engaging narratives for young audiences.
• Web designers and app developers use simple graphics and text to create user interfaces and tell stories within digital products, guiding users through information or games.

Assessment Ideas

Quick Check

Observe students as they work. Ask: 'Show me how you added text to your picture.' 'What tool did you use to draw the character's face?' Note which students can independently operate the drawing and text tools.

Peer Assessment

Have students share their digital stories with a partner. Ask them to point out one picture they liked and one sentence that helped them understand the story. Prompt: 'What did your friend do well in their story?'

Exit Ticket

Provide students with a simple worksheet. Ask them to draw one picture that tells part of a story and write one sentence or speech bubble to go with it. Collect these to check understanding of combining images and text.

Frequently Asked Questions

What software works best for Year 1 digital storytelling?

Use child-friendly tools like 2Paint, Purple Mash Comics, or Scratch Jr for simple drawing, text insertion, and sequencing. These offer large icons, voice-over options, and auto-save to minimise frustration. Start with templates to scaffold creation, progressing to blank canvases as skills grow, ensuring all pupils access creativity without technical barriers.

How do you teach combining pictures and words effectively?

Model with think-alouds: draw a scene, then ask, 'What words make this clear?' Pupils practise in pairs, alternating image and text roles. Peer feedback sessions reinforce how visuals handle action while words add detail, voice, or sequence, deepening understanding through guided repetition and sharing.

How can active learning benefit digital storytelling in Year 1?

Active approaches like pair swaps and group chains let pupils physically manipulate tools, experiment freely, and iterate based on immediate peer input. This hands-on cycle builds tech fluency, narrative skills, and collaboration far beyond passive watching. Reflections after sharing boost metacognition, as children articulate why certain images or words succeeded, making learning memorable and transferable.

How to differentiate digital storytelling for varying abilities?

Provide ready-made images or word banks for beginners, while advanced pupils add effects or animations. Pair stronger tech users with novices for support. Extend with voice recording for non-writers. Track progress via saved files, offering targeted reteaching, ensuring every child experiences success and contributes meaningfully to class shares.