YEAR 1

Introducing Algorithms (half-term module)

Coverage
PS1.1A – Understand what an algorithm is
PS1.1B – Understand what algorithms are used for
PS1.1D – Be able to interpret algorithms
PS1.1E – Create algorithms
PS1.1F – Use logical reasoning to predict the behaviour of simple algorithms

Suggested overview
• Introduce the word algorithm and define it as ‘steps to do something’.
• Engage pupils with everyday picture algorithms. This should include sequential sorting activities (note: pictures are not the most effective way of
creating an algorithm but are a good way of developing understanding of the concept before moving to methods less open to multiple
interpretation). These could include:
o getting dressed
o going to school
o making a sandwich.
• How many ways can pupils create a dressing algorithm?
• Can pupils sort them into the right order and then change one step so that it is in the wrong place before challenging another pair to debug it?
• Ask pupils to verbalise the steps in an algorithm. How would they convert the pictures into words?
• Ask them to create an algorithm to move their friend from one seat to another in the classroom. What commands would they use?
• Introduce the idea that algorithms are only really successful if they are instructions that can be followed by someone else.
 • Pupils evaluate each other’s algorithms.
• Pupils think about their own problem which can be solved by creating an algorithm. What commands will they need? Can they create one in pairs?
• Pupils evaluate each other’s algorithms.

Planning support and ideas

Introduce the word algorithm and define it as ‘steps to do something’. It can help to have a poster with the definition up somewhere in the classroom.
Engage pupils with everyday picture algorithm sequential sorting activities.
If you consider getting dressed as a problem to be solved: when you get up you will be in pyjamas, then removing your pyjamas, putting on underwear,
putting on socks, pulling on trousers or skirt, t-shirt, jumper, shoes and coat. The interesting question is how many ways can you create a dressing
algorithm? Some steps have to go in a certain order, but some are open to change, such as whether you put on trousers or t-shirt first. The order that some
items of clothing are put on is sometimes dependent on type. For example, you could put a skirt on before underwear but can’t do this for trousers. How
might the algorithm change when getting dressed in the summer and winter?
Other everyday processes that could be used to generate algorithms are:
• going to school
• making a sandwich
• visiting a swimming pool (arriving, paying, getting changed, getting into the pool, swimming one side, swimming back, getting out, getting changed,
leaving). In this definition, the physical act of swimming only has two descriptions. The introduction of a loop would indicate that swimming is a
repeated action dependent upon how many widths or lengths are carried out. This would be a good place to introduce the concept of a loop.
Pupils should then be able to sort all the instructions into the right order and put one step in the wrong place before challenging another pair to debug the
problem.
Questions:
• What words would pupils use to describe each algorithmic step?
• How would they turn pictures into words? (Some pupils could record their commands on recordable postcards or buttons.)
Another problem that could be used is to create an algorithm which moves their friend from one seat to another in the classroom. Ask the class as a group
to source what commands they would need (stand, sit, turn right, turn left, move forward a step, etc.). How could the class speed up the instructions? (They
could underline key words or letters, or use arrows) To solve this problem, pupils could choose what symbols or words (or a mixture of both) could be used
to generate an algorithm.
Pupils should now create these algorithms. Command cards could be used to scaffold the task.
Introduce the idea that algorithms are only really successful if they can be followed by someone else and produce the desired outcome. Therefore, pupils
should try each other’s algorithms and identify all the instructions that are clear by using a checklist.
Pupils could create algorithms for simple tasks, including collecting resources like pens, pencils and books.
• What commands will they need?
• Other pairs evaluate these and identify any errors.
It is important that teachers mention that generating algorithms always results in errors. This is a normal part of the process and nobody should get upset. It
can also be helpful to identify techniques that can be used to indicate problems with an algorithm which don’t upset the authors. These could include
underlining commands that can’t be read and circling commands that seem to be in the wrong place. The person following an algorithm should always try it
out twice before reporting errors.
NOTE: the example algorithms are provided as guidance, if the author has better examples that meet the same needs these should be used.

Misconceptions

Assessment opportunities
• Online quiz where pupils have algorithms with different ends. Can they choose the correct one?
• Record pupils’ dressing algorithms (photos) assess for accuracy.
• Count multiple dressing algorithm options.
• Assess accuracy of pupil-designed algorithms.
Introducing Programming – Turtle World (half-term module)

Coverage
PS1.1C – Understand how algorithms are implemented as programs on digital devices
PD1.1A – Be able to create a simple program
PD1.1B – Understand how to identify and correct errors in programs (bug and debug)
CO1.1D – Know about types of output peripheral (e.g. monitor, printer, data projector, speaker) (Bee-bot or other turtles’ actions, move, turn, etc.)

Suggested overview
• Pupils start with open-ended play with their device.
• Pupils move onto simple guided tasks.
• Pupils design their own Turtle World around a theme chosen by their teacher.
• Teacher introduces the algorithmic arrow cards and demonstrates designing a simple algorithm using the cards before getting a pupil to punch the
card algorithm instructions into the device. Another pupil is directed to trace the instructions on the card as the device executes them.
• Pupils design simple to complex routes and then convert their algorithms into code.
• Extension activities:
o teachers add obstacles
o extend routes to include A to B avoiding C.
• Pupils create a route and then deliberately replace one algorithmic card for a wrong one. Another pair has to identify the bug.
• Pupils are challenged to write their algorithms on a white board. What notation will they come up with? Will it be able to be read by other pupils?

Planning support and ideas

This module is designed for simple programable turtles such as the Bee-bot, Blue-bot, Roamer Too, with using the basic overlay or the robot mouse.
Teachers might advise pupils that they will need to include different distances for grids with different turtles. Teachers will need different cards for each
turtle. Cards need to be small enough to be placed on the map to support those that need to physically map out the route before writing down the
instructions.
Pupils should be encouraged to explore all the options through play so that they can use logical reason to identify the limitations and capabilities of the
chosen device.

Misconceptions
NOTE: If an algorithm is written using exactly the same notation that could be entered into the digital device, technically it is no longer an algorithm and is
code. However, it is recommended that KS1 teachers keep to the simple definitions of algorithms and where notation is used that is the same as the
instructions entered, they call it an algorithm rather than code. This scheme deals with any possible misconceptions in KS2.

Assessment opportunities
• Teachers assess pupils’ routes formatively.
My Animation Project (half-term module)

Coverage
SS1.1A – Enter or edit text that is appropriate for a given context
IT1.1A – Select and use technology/software applications purposefully
IT1.1B – Organise, store, manipulate and retrieve digital content
IT1.1C – Create digital content
IT1.1D – Use sensible filenames
CO1.1D – Know about different types of output peripherals (e.g. monitor, printer, data projector, speaker) (screen playing animation)

Suggested overview
Pupils learn about and explore simple stop motion animation.
• Animation skills:
o make a small adjustment to a model between frames
o keep the camera still to make the object look like it is moving
o play an animation back
o save an animation
o know that many frames of animation will only produce a few seconds of video.
• Using a theme chosen by the teacher, pupils design a simple stop motion animation in pairs using a stick figure storyboard.
• Pupils are encouraged to paint and print an A4 background using their digital art skills and to create credits using their word skills.
• Pupils are encouraged to think about what a good animation would look like.
• Pupils verbally evaluate their own creations against the good animation criteria through a video diary.
Planning support and ideas
Find a few well-chosen Nick Parks videos to explain the concept of stop motion animation and demonstrate how to create a simple animation modelling.
Look at good practice, such as co-operation between team members, ‘fingers out’, different roles in the production team, etc.
A video diary can be set up somewhere in the classroom and each group can be encouraged to film themselves talking about their project, what they like
about it and what they would improve if they had time.

Misconceptions

Assessment opportunities
• Assess the project.
• Assess pupils’ co-operation and teamwork.
• Assess the quality of the digitally painted backdrop and the title credits.
• Assess the video evaluation.
Output (in every module)

Coverage
CO1.1D – Know about types of output devices (e.g. monitor, printer, data projector, speaker)

Suggested overview
• Introduce the idea of outputs in the first module.
• Place a visual definition in the class with space to add ideas throughout the year.
• Add to the concept in every module.

Planning support and ideas

Revise the digital devices that pupils use from the ‘What Digital Technology Do We Use?’ project. Ask pupils if any of these devices provide one or many
functions. Pupils could sort these into multi- or single-role devices. Smartphones, desktop computers, tablets and laptops could be multi-role devices and
digital cameras, camcorders and media players could be single-role devices. Smart TVs and home entertainment systems have moved from single-role to
multi-role devices because they now have apps that provide functionality in addition to delivering video and gaming content. Pupils can describe some of
the ways in which they or their family use a device. Identify apps/software packages that can be used when people want to play a game, word process or
use a drawing tool.
Pupils could create simple videos identifying how different apps and software could be used.
Identify the difference between online and offline activities. (This will be introduced in more depth in Y2 onwards.) It helps to provide some current
examples of apps, software and websites that pupils are using online. Teachers should generate their own examples using the specific context and
experiences of the pupils in the school. This scheme includes a generic game app and a sharing app that can be populated by teachers/pupils.
Introduce the idea that some apps/software packages can involve connecting with people they don’t know. Can pupils identify any apps or software that
connect with people outside the home or school? These might be used by the pupils, siblings or their parents. In some apps/software people disguise their
identify. Pupils need to understand that this could be to protect their personal information rather than to deceive people. Online users can sometimes
represent themselves as a different age or gender as well as provide information that is not necessarily true. In the offline world pupils might be able to
identify whether the information a person is presenting is true by understanding body language and facial expressions. This is harder in the online world.
An activity that can be used to illustrate this is ‘guess the person’. Teachers inform the pupils that there is an older pupil outside the classroom, when in
reality this is an LSA or classroom assistant. The adult outside the classroom has been told that they can fabricate an answer which will prevent the pupils
from guessing who they are. The children in the classroom now ask questions that their teacher relays to the adult outside. The teacher then relays their
answers back. After a few minutes, pupils try to identify the age and gender of the pupil outside the classroom before the adult comes into the classroom
and reveals who they are. Pupils should understand that, although this is not always the case, some people try to misrepresent who they are. A discussion
could take place around why they might want to do this. (See self-image and identity section and online bullying sections from ‘Education for a connected
world’ for good language to use.)
• Can they describe how people might misuse an app/software to bully online and how it might make people feel?
• Can they say how they would cope with this by sharing with a trusted adult and being able to say no? (There needs to be clear guidance around
this, as well as a chance for pupils to explore how they would react or have reacted when/if this has happened.)
• Pupils design roleplays where someone misuses software or an app, or bullies them online, and they tell a trusted adult. These can be videoed and
shared with parents in an assembly.

Misconceptions
That we can tell who a person is or what they are really like from communicating online with them.

Assessment opportunities
• Teachers assess pupils’ abilities to describe apps that they or their families use and what they use them for.
• Assess the videos created against the video skills mentioned above.
What Digital Technology Do We Use? (half-term module)

Coverage
CO1.1A – Understand that laptop, desktop and tablet computers are types of personal computers that meet different needs
CO1.1B – Be able to describe the purpose and use of other digital devices such as cameras and camcorders, games consoles, home entertainment
systems, media players
IT1.1C – Create digital content (draw a digital picture)
CO1.1D – Know about types of output peripheral (e.g. monitor, printer, data projector, speaker) (sound from speakers)

Suggested overview
• Define digital technology and provide pictorial examples.
• Pupils identify the digital technology they use at home and school.
• Pupils sort digital technology using teacher-provided criteria.
• Pupils learn about the history of one or two digital devices linked to changes in use, purpose and size.
• Pupils plan their own device.
• Pupils learn about conventions of digital drawing:
o creating objects
o moving objects
o colours
o saving
o digital pens and or brushes
o shapes.
• Pupils draw their own device digitally.
Planning support and ideas
Define digital technology as devices that store commands/instructions/things using a microchip inside the computer. Give simple examples of this from the
list in CO1.1B (a digital camera stores how to take a photo when button is pressed and how to show a photo on the screen after it is taken, a set-top box
stores how to record TV programmes that you choose and how to play them back to you, etc.).
Pupils can then identify the technology that they use at home and school. They describe who uses it and what they use it for, in their own words.
Pupils sort technology by how it is used. Does it move or is it stationary? Is it used to create something? Is it used to learn something? Is it used for play or
work, or both? Is it used for one person or many? How often is it used? How big is it (hold in hand, carry in arms, too big to carry easily)? Pictures are so
important for this! Use pictures to scale.
Pupils learn a little about the history of one or two devices, using pictures and sizes, such as the computer (the computer used to add numbers that was as
big as a room, through to desktops, laptops, tablets) and phones (wired telephone, big mobile phone, phone and computer combined). They might view
how each was used in the past through short, scripted interviews, slides, pictures, videos, etc. Then see how it changed over time (for example, a phone
has gone from being stationary to mobile, it was just for phone calls and now it has lots of functionality).
Pupils work in pairs to plan their own digital device. What types of things will it do? Will it move or be stationary? Will it be used to learn something? Will it
be used to create something? Will it be used for work or play? Will it be used by children or adults? How big will it be?
Pupils learn about the conventions of drawing a digital picture (objects, moving objects, colours, saving, digital pens and brushes). This might be through a
simpler starting project linked to the wider curriculum.
Pupils digitally draw their own tech device and possibly record sound to say what it does.

Misconceptions
That digital technology is limited to computers and laptops – in fact, every device that has a microchip that stores instructions is digital technology. This
includes most kitchen appliances and cleaning machines. Although teachers should avoid this explanation for Y1 and stick to the devices in CO1.1A and B
for this module unless pupils ask.

Assessment opportunities
• Can pupils correctly describe what technology they use, as well as how it is used?
• Teachers assess the reasoning behind pupils’ devices by asking them questions about it.
• A short quiz about a historical device.
• Assess the final digital drawing.
• Assess pupils’ digital drawing skills.
Using Apps & Software Safely (half-term module to be completed after What Digital Technology Do We Use?)

Coverage
CO1.1C – Know about software applications (apps)
CN1.1A – Understand how to stay safe online, use technology respectfully and identify where to go for help and support when they have concerns about
content or contact on the Internet or other online technologies
IT1.1A – Select and use technology/software applications purposefully

Suggested overview
Revise the digital devices that they used for ‘What Digital Technology Do We Use’ project.
Sort them into multi-role or single-role devices.
Pupils should be able to describe how their family might use a multi-role device.
Introduce the idea of software packages/apps that can be used to carry out different tasks.
Pupils should create a video describing how they or their family use an app.
Video skills:
• keeping subjects in the picture frame
• avoiding unwanted background objects or people in the video
• filling most of the screen
• being able to start/stop the video
• crop a part of the start or end of the video
• play a video back.
Identify the difference between online and offline applications by using a generic game and sharing app.
Identify that people can hide their identities online.
‘Guess the person’ activity.
When we use an online app, what do we do if people make us feel uncomfortable or are unkind? Discussion and solutions to this question.
Pupil roleplays and videos provide responses to this question.

Planning support and ideas

Revise digital devices that pupils used from the ‘What Digital Technology Do We Use?’ project. Ask pupils if any of these devices provide one or many
functions. Pupils could sort these into multi- or single-role devices. Smartphones, desktop computers, tablets, laptops could be multi-role devices and
digital cameras, camcorders, media players could be single-role devices. Smart TVs and home entertainment systems have moved from single-role to
multi-role devices because they have apps that provide functionality, in addition to delivering video and gaming content. Pupils can describe some of the
ways that they or their families use a device. Identify apps/software packages that can be used when people want to play a game, word process or use a
drawing tool.
Pupils could create simple videos identifying how different apps and software could be used.
Identify the difference between online and offline activities. (This will be introduced in more depth in Y2 onwards.) It helps to provide some current
examples of apps, software and websites that pupils are using online. Teachers should generate their own examples using the specific context and
experiences of the pupils in the school. This scheme includes a generic game app and a sharing app that can be populated by teachers/pupils.
Introduce the idea that some apps/software packages can involve connecting with people they don’t know. Can pupils identify any apps or software that
connect with people outside the home or school? These might be used by the pupils, siblings or their parents. In some apps/software people disguise their
identify. Pupils need to understand that this could be to protect their personal information rather than to deceive people., Online users can sometimes
represent themselves as a different age or gender as well as provide information that is not necessarily true. In the offline world, pupils might be able to
identify whether the information a person is presenting is true by understanding body language and facial expressions. This is harder in the online world.
An activity that can be used to illustrate this is ‘guess the person’. Teachers inform the pupils that there is an older pupil outside the classroom, when in
reality this is an LSA or classroom assistant. The adult outside the classroom has been told that they can fabricate an answer which will prevent the pupils
from guessing who they are. The children in the classroom now ask questions that their teacher relays to the adult outside. The teacher relays their
answers back. After a few minutes, pupils try and identify the age and gender of the pupil outside the classroom before the adult comes into the classroom
and reveals who they are. Pupils should understand that, although this is not always the case, some people misrepresent who they are. A discussion could
take place around why they might want to do this. See the self-image and identity section and online bullying sections from ‘Education for a connected
world’ for good language to use.
• Can they describe how people might misuse an app/software or bully online and how it might make people feel?
 • Can they say how they would cope with this by sharing with a trusted adult and being able to say no? (There needs to clear guidance around this
as well as a chance for pupils to explore how they would react or have reacted when/if this has happened].)
• Pupils design roleplays where someone misuses software or an app, or bullies them online, and they tell a trusted adult. These can be videoed
and shared with parents in an assembly.

Misconceptions
That we can tell who a person is, or what they are really like, from communicating online with them.

Assessment opportunities
• Teachers assess pupils’ ability to describe the apps they or their family uses and what they use them for.
• Assess the videos created against the video skills mentioned above.
Introduction to Word Processing (half-term module)

Coverage
SS1.1A – Enter or edit text that is appropriate for a given context
IT1.1B – Organise, store, manipulate and retrieve digital content
IT1.1C – Create digital content
IT1.1D – Use sensible filenames
CO1.1D – Know about types of output devices (e.g. monitor, printer, data projector, speaker) (screen/data projector showing text, printer to print document)

Suggested overview
Pupils manipulate short, pre-prepared, text-only documents. This could be part of a letter, story paragraph, list or short poem for a wider cross-curricular
focus. While doing this, they should be learning how to save with well-chosen filenames so that they are able to easily retrieve their work.
They should use simple text creation and manipulation such as:
• text entry at the location of the cursor
• deleting text to left of the cursor using the backspace button or to the right of cursor using delete button on a PC or Chromebook (tablet
conventions vary but are similar)
• capitals and lower case entry
• changing size of the text (for a title or emphasis)
• single space between words
• bullet points for a list
• (optional others) bold, italics, aligning.
Pupils move on to creating their own documents for a real curricular purpose.
Planning support and ideas
Use the principles of ‘use, modify, create’ (Lee et al.) where pupils start with created documents that they modify and add to, such as a simple letter, story
paragraph, list, poem, etc. (suggested quality examples are included). Most of the formatting and text manipulation can be learnt and practised through
these examples. Teachers are encouraged to adapt examples to fit their curriculum.
Provide space in the module to explain where their documents are stored, how we can retrieve them and how to use sensible naming strategies. This
needs to be quality input, not just rushed at end of a lesson. (NOTE: there will be a networks module in Y2, so not too much detail is required here.)
Make sure the final third of the module includes pupils creating document for an area of the curriculum.

Misconceptions
We need to save documents with the user’s name – this is very common and arises because pupils don’t understand that they have their own space on the
system/network.
Teachers need to be encouraged to look at their own system’s saving routine – how many steps are there? If there are too many steps, then pupils will be
overloading their working memory trying to remember them. Can they prepare help steps cards (pictures or text, NOT both, to help pupils)? Cognitive load
theory.

Assessment opportunities
• Teachers observe pupils’ abilities to format prepared documents.
• Teachers assess pupils’ own work in final third.
• Online test, such as Kahoot, to identify what has been learnt in the context of text manipulation skills. This should include saving, retrieving and
understanding.