Computing · Year 1

Active learning ideas

Introduction to Digital Storytelling

Active learning works well for digital storytelling because young children learn best by doing, especially when combining visual and verbal skills. When pupils draw and write in the same space, they immediately see how images and words work together to build meaning.

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

• 30–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Outdoor Investigation Session
• 35 min · Pairs

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.

Can you make a short story using pictures and words on the computer?

Facilitation Tip

During Buddy Comic Swap, circulate and ask pairs to explain why they chose specific words for their partner’s drawings before they swap.

What to look for

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.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 02

• Outdoor Investigation Session
• 45 min · Small Groups

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.

How do the pictures and words in your story help show what is happening?

What to look for

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?'

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 03

• Outdoor Investigation Session
• 40 min · Whole Class

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.

What did you like about your friend's digital story?

What to look for

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.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 04

• Outdoor Investigation Session
• 30 min · Individual

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.

Can you make a short story using pictures and words on the computer?

What to look for

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.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

A few notes on teaching this unit

Teachers should model the process step by step, demonstrating how to plan a simple narrative with three clear parts. Avoid moving too quickly through the tools; let children explore and make mistakes, as these become valuable learning moments in digital creation.

Successful learning looks like children confidently using drawing tools to create characters and scenes, then adding text to explain actions or dialogue. They should talk about their stories and respond thoughtfully when peers give feedback.

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Watch Out for These Misconceptions

• During Buddy Comic Swap, watch for pairs who focus only on the drawings and ignore the text.

  Remind pairs to read each other’s captions or speech bubbles aloud, asking: ‘Which words tell us who is talking or what is happening next?’ This makes the partnership between image and text visible.

• During Story Chain, watch for groups creating long, multi-page narratives.

  Set a three-panel limit and circulate with a timer, prompting students to focus on a clear beginning, middle, and end to keep their stories short and engaging.

• During Modelled Demo, watch for students who believe a mistake means they must start over.

  Use the undo button in front of the class to fix an error, then discuss how editing improves the story, reinforcing that digital tools support revision.

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Methods used in this brief

• Outdoor Investigation Session