Computing · Year 2

Active learning ideas

Introduction to Presentation Software

Active learning works for this topic because young learners develop concrete understanding by doing, not by listening alone. When pupils create slides and experiment with text and images, they grasp how presentation software structures information for sharing in ways that passive observation cannot match.

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

• 15–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 20 min · Pairs

Paired Exploration: Slide Basics

Pupils open presentation software like Purple Mash in pairs and create a new file. They add two slides, insert text boxes with their names and ages, and change slide backgrounds. Pairs note one new skill learned before sharing with the class.

Identify the main components of a digital presentation.

Facilitation Tip

During Paired Exploration, circulate and ask each pair to show you how they added a text box and an image on one slide before moving on.

What to look for

Give each student a slip of paper. Ask them to draw one component of a presentation (e.g., a slide, a text box, an image) and write one sentence explaining its purpose.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 30 min · Small Groups

Small Groups: My Class Presentation

Groups of three create a three-slide presentation on their classroom: title slide, text box listing rules, image slide of favourite area. They practise adding and resizing images. Groups rehearse a short presentation to peers.

Explain the purpose of using slides to present information.

What to look for

As students work on their presentations, circulate and ask them to point to their title slide and explain what information belongs there. Then, ask them to show a content slide and explain what kind of information goes on it.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 40 min · Whole Class

Whole Class: Demo and Edit Challenge

Teacher demonstrates inserting images and text, pupils replicate on devices. They edit a shared template by swapping images and text to match a prompt like 'My Weekend'. Class votes on best edits.

Compare a digital presentation to a poster board presentation.

What to look for

Ask students: 'Imagine you want to show your family pictures from a holiday. Would it be better to put them on a poster board or in a digital presentation? Why?' Listen for their reasoning about ease of editing or showing many pictures.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 15 min · Individual

Individual: Personal Title Slide

Each pupil designs one title slide for 'All About Me' with name in text box, personal image, and colour choice. They save and print for display. Teacher circulates to support.

Identify the main components of a digital presentation.

What to look for

Give each student a slip of paper. Ask them to draw one component of a presentation (e.g., a slide, a text box, an image) and write one sentence explaining its purpose.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teachers approach this topic by balancing hands-on creation with structured demonstrations. Start with clear, bite-sized instructions, model one feature at a time, and allow time for guided practice before independent tasks. Avoid overwhelming pupils with too many features at once; focus builds confidence and depth.

Successful learning looks like pupils confidently identifying slide components, explaining the role of each part, and revising their work based on feedback. By the end, they should self-correct designs and articulate why digital presentations are flexible and audience-friendly.

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Watch Out for These Misconceptions

• During Paired Exploration, watch for pupils who create slides with only images, thinking text is unnecessary.

  Ask pairs to review example slides with text and images, then have them add concise labels to their own slides to explain each image. Circulate with sentence stems like, 'This image shows..., so the text should describe...'

• During Small Groups: My Class Presentation, watch for pupils who treat the digital file like a poster they cannot change.

  Prompt groups to revise one slide based on peer feedback, showing how edits save quickly. Use guiding questions such as, 'What one change would make your slide clearer for someone watching?'

• During Whole Class: Demo and Edit Challenge, watch for pupils who believe presentation software is only for adults.

  After the demo, invite confident pupils to share their screens and explain their slides, then ask the class to applaud their work. Follow with individual practice to reinforce ownership and capability.

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Methods used in this brief

• Experiential Learning