English · Year 1

Active learning ideas

Understanding Diagrams and Illustrations

Active learning helps Year 1 students grasp how diagrams and illustrations clarify information by doing rather than just looking. When children manipulate and discuss visuals, they connect labels, arrows, and captions to meaning much faster than passive observation allows.

• National Curriculum Attainment Targets
• KS1: English - Reading (Comprehension)
• KS1: English - Non-fiction

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 25 min · Pairs

Pairs: Diagram Hunt

Pairs select non-fiction books on animals or plants. They locate one diagram per pair, list three pieces of information it shows, and compare it to nearby text. Pairs share findings with the class, noting unique diagram details.

Analyze how a diagram helps explain a concept.

Facilitation Tip

During Diagram Hunt, circulate to redirect pairs who rush past small labels by asking, 'What tiny detail in the diagram tells us the size of the frog?'

What to look for

Provide students with a simple diagram (e.g., a plant, a basic machine). Ask them to write one sentence explaining what the diagram shows and to label two parts using the provided word bank.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Stations Rotation
• 35 min · Small Groups

Small Groups: Build a Diagram

Provide groups with images of familiar objects like a tree. Groups discuss and draw a simple labelled diagram, adding arrows for sequence if needed. They present to explain how their diagram helps understanding.

Compare information presented in text versus an illustration.

Facilitation Tip

When groups Build a Diagram, insist on one blank sheet per child so everyone participates in placing labels and arrows.

What to look for

During shared reading, point to a diagram and ask: 'What does this picture help us understand?' or 'Can you find the label for the [specific part]?'. Observe student responses and note any who struggle to connect visual elements to meaning.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Stations Rotation
• 20 min · Whole Class

Whole Class: Parts Puzzle

Display a diagram with removable labels on the board. Class predicts label positions through discussion, then checks text for confirmation. Repeat with student volunteers leading.

Explain the purpose of different parts of a diagram.

Facilitation Tip

For Parts Puzzle, give each group only half the sentences so they must read and collaborate to reconstruct the full diagram accurately.

What to look for

Show two different ways information about the same topic is presented: one as text only, the other with a diagram. Ask students: 'Which way helps you understand the [concept] better? Why?' Encourage them to point to specific parts of the diagram or text.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 04

• Stations Rotation
• 30 min · Individual

Individual: My Diagram

Each child chooses a topic from recent science lessons and draws a simple diagram with three labels. They write one sentence explaining its purpose and share in a gallery walk.

Analyze how a diagram helps explain a concept.

Facilitation Tip

In My Diagram, model how to use a ruler for straight arrows and capital letters for labels to set high but achievable standards.

What to look for

Provide students with a simple diagram (e.g., a plant, a basic machine). Ask them to write one sentence explaining what the diagram shows and to label two parts using the provided word bank.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teach this topic by first modelling how to read a diagram aloud, pointing to each feature as you explain its role. Avoid assuming children will intuitively know to connect labels to arrows; demonstrate this process explicitly. Research shows young learners benefit from physical manipulation of diagrams, so prioritise hands-on tasks over worksheets. Keep explanations brief and allow plenty of talk time so students articulate their observations.

Students will confidently point to diagram parts and explain their purpose, compare visuals to text, and use labels or arrows to show relationships. By the end of these activities, they will treat diagrams as essential tools for understanding, not optional extras.

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Watch Out for These Misconceptions

• During Diagram Hunt, watch for students who scan only the pictures and ignore labels or captions.

  Remind hunters to check every label and caption by asking, 'What fact does this small word teach us?' and require them to record one label-based fact from each diagram they find.

• During Build a Diagram, watch for groups that copy diagrams without discussing why parts are placed where they are.

  Stop the group to ask, 'Which arrow shows the frog growing? How does the label help us see that?' before allowing them to add new parts.

• During Parts Puzzle, watch for students who treat the activity as a picture-matching game instead of a meaning-making task.

  Ask each child to read one sentence aloud and explain which diagram part it matches, ensuring every student connects text to visual.

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Methods used in this brief

• Stations Rotation