iPrimary COMPUTING Year 1 Term: 1 Week: 1 Duration: 5 weeks: 10 lessons

Unit 1: What digital technology do we use?

About this unit:

In this unit, students will learn about the digital technology they use and see in their lives inside and outside school. They will investigate the history of computers and
mobile phones and list ways in which these technologies have changed over time. Students will learn to create digital images using image creation software and use
this to create an image of their own piece of digital technology. The final outcome of this unit will be a digital technology show that will be held in the classroom and
which will showcase all the students’ work from the unit.
In preparation for this unit, teachers will need to select image creation software for use in class (see recommended software in lesson plans below). The end-of-unit
technology show will require an audience, so teachers will need to organise in advance for other classes, staff or family members, as appropriate, to join the lesson
to see the show.

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

To be able to identify the To be able to recognise the To be able to sort digital To be able to save and load To be able to recount some
features of digital technology features of a digital image technology into groups work of the history of the PC
creator.
To recognise and explain
(Students at the computer) the importance of saving
work often
(Students at the computer)

Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10

To be able to create objects To be able to plan a piece of To be able to use different To be able to recount some To be able to create and
in digital images digital technology pen styles to create different of the history of the mobile present a digital technology
effects phone show
To be able to change the
colour of objects in digital To be able to create a digital
images image
(Students at the computer) (Students at the computer)

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Year 1, Unit 1: What digital technology do we use? Lesson 1

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To be able to Students should be able to identify the digital technology, input, CO1.1B Be able to describe the purpose and use of other digital devices
identify the difference between powered and non- instructions, processor such as cameras and camcorders, games consoles, home entertainment
features of powered technology (i.e. a book systems, media players.
digital versus a television).
technology.

Teaching Summary

Begin the lesson by showing the class photos of different technology they may be familiar with from home. For example, camera, television, car, washing
machine.
 Ask: Which of these things have you used before? How have you used them?
Next, show photos of a digital technology and a non-digital technology. For example, a phone and a pen and paper.
Group students into pairs and ask them to discuss with their partner the similarities and differences between the two technologies.
Display the vocab ‘Digital technology’. Explain that in this unit the students will be learning about digital technology.
 Ask: Which is the digital technology? What makes a technology digital? Students to Think-Pair-Share.

Using students’ feedback, agree that digital technologies are those that have their own processor, or ‘brain’, which receives instructions and carries them out.
Discuss with students how all digital technology requires us to input instructions into it, and a processor then follows the instructions and carries them out. Show
the class a photo of a processor and liken it to the human brain to help students understand. Your brain receives input through your senses, so, for example,
when you hear an instruction from a teacher, your sense of hearing messages to your brain to tell you what you’re being asked to do. This is the input. Your brain
then instructs your body to follow the instruction. Your brain is the processor. The ‘brain’ of a mobile phone is its processor.
Make a class word bank of the features of digital technology. For example, buttons, screens, input, plug. (This could be used to create a display for reference in
future lessons.)

Introduce and complete the main activity.

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Main Activity

Activity 1:
Give each student photos of digital technologies and ask them to sort them into two piles, those they have used before and those they haven’t. Students to
discuss with a partner when they have used the items and how they used them.

Activity 2: In their pairs, ask students to play a guessing game. One student has a hidden picture of an item and describes the item and its use to their partner.
Can their partner guess which item of digital technology their partner is describing?

Support: give students the word bank to help them describe each item of technology.

Plenary

Recap with students what makes a piece of technology digital (refer back to the class display if applicable).
Conduct a brief class assessment by showing pictures of different pieces of technology, ask students to raise a hand when they see a photo of a piece of digital
technology.

Additional Activity

Students could choose an item from those that they have identified as ones they have used before and write a sentence or two about how they have used it.
If necessary, they could be given a sentence frame such as:
I used a _________ to _________.

Digital Resources

Hardware: Additional resources:

Children could be provided with real life versions of the technologies shown in Year 1, Unit 1, Photo Pack 1
the photo pack.
Recommended software:
None needed

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Year 1, Unit 1: What digital technology do we use? Lesson 2

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To be able to Students should be able to turn a digital image, software, save, IT1.1C Create digital content (draw a digital picture)
recognise the computer on and be able to use a saving
features of a mouse and keyboard.
digital image
creator.

Teaching Summary

Reminder: in preparation for this lesson, you will need to select an image creation software for use in class (see recommended software below).
Introduce students to the final outcome of the topic – a class technology show. Each student will plan and design a piece of digital technology and create a poster
showing an image of it using a piece of digital imaging software.
Explain that today we are going to explore the image creation software to find out what it can do.
Begin main activity.

Main Activity

Activity 1:
Give students time to explore the digital image creation software you have chosen.
At points during the activity, ask students to share what they have found out.
Ask questions such as:
 What colours are available?
 What are you able to draw?
 Can you draw a shape?
 What have you discovered about the software?

Plenary

Ask students to share with a partner one thing they have discovered about the digital image creation software.

Additional Activity
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Students could practise closing the software and opening it again, loading the work that they have saved.

Digital Resources

Hardware: Additional resources

Computers with digital image creating software installed.
Recommended software:
Microsoft Paint (free with Microsoft Windows)
Tux Paint (free resource)

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Year 1 Unit 1: What digital technology do we use? Lesson 3

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To be able to Students should be able to recognise digital technology, sort CO1.1B Be able to describe the purpose and use of other digital
sort digital different examples of digital technology devices such as cameras and camcorders, games consoles, home
technology into from photos and pictures. entertainment systems, media players.
groups
Students should be able to explain
what makes a technology digital.

Teaching Summary

Recap the definition of digital technology. Give students the opportunity to discuss with their partner what makes a technology digital.
 Students to think-pair-share some examples of digital technology. List these on the board.
Explain to students that today they will be sorting digital technology into different groups.
On the board, display a Venn diagram (depending on your class, include a quick explanation of how these work, if necessary) with the headings ‘Work’ and ‘Play’
in the circles.
Show students a picture of a video-game console and ask them what category we would place this in and why. Put the photo into the correct segment of the Venn
diagram.

Using Photo pack 2, show some of the examples of digital technology and place them into the Venn diagram. For each piece of technology, ask students:
 Why do you think it fits into this category?
 Could it fit in the other category?
 Who might use this piece of technology for work/play?
 How would they use it?

Introduce and complete the main activity.

Main Activity
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Core:
Students choose two categories they would like to sort examples of digital technology into. For example, they could be offered categories such as:
 Big / Small
 Sound / Vision
 Buttons / No buttons

Using these categories, students sort the pictures of different digital technology into the correct category. Students could stick photos of each piece of technology
onto their sorting diagram to create work that can be displayed.

Support:
Give students only one category to sort into.

Extend:
Students could be encouraged to think of their own two categories to sort the digital technology into.

Plenary

Share the students’ sorting diagrams. Are there any instances where students have used the same categories but disagreed on which category a piece of
technology fits into? Use examples like these to spark discussion. Ask questions such as:
 Why did you place this piece of technology under this category?
 Could this piece of technology fit into any other categories? How do you know?

Additional Activity

Students could write a sentence for each piece of technology, explaining why they have placed it into the category they have chosen. Students could add these
sentences to their sorting diagram, next to each item of technology.

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Digital Resources

Hardware: Additional resources

Students could be provided with real life versions of the technologies shown in Year 1, Unit 1, Photo pack 2
the photo pack.
Recommended software:
None needed

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Year 1, Unit 1: What digital technology do we use? Lesson 4

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To be able to Students should be able to turn on a save, load IT1.1C Create digital content (draw a digital picture)
save and load computer, select a piece of software
work and run it
To recognise
and explain the
importance of
saving work
often

Teaching Summary

Explain to the class that your friend is feeling very upset today because he had created a digital image on his computer yesterday, but when he turned on the
computer today it was gone.
 Ask the students to think-pair-share any solutions to help you solve this problem.
 Ask students to feed back their ideas and discuss them as a class.
 If no children bring up ‘saving’ and ‘loading’ work, display the two words and ask children what they think they mean.
Ask students to feed back their ideas and discuss them as a class. Explain to students that saving our work is very important as it means we can come back to it
later, even if we turn the computer off. It also means that if the computer turns off unexpectedly, we don’t lose everything we have done.
Demonstrate to students how to save their work.
Introduce and complete Activity 1:
 Once students have each saved their image, discuss with them what would happen if there were to be a sudden power cut. All the computers would
switch off unexpectedly! Ask: Would our work be ok? Why? If using laptops, use the possibility of the battery running out, instead of a power cut.
Introduce and complete Activity 2.

Main Activity

Activity 1:
In pairs, children quickly create a small image each, using one of the features they discovered in the last session. Then, in turn, they practise saving their image.

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Activity 2:
In the same pairs, students practise loading their saved work up. If there is time, students could test whether this works, even when they turn the computer off and
then back on again.

Plenary

Remind students of your friend who has lost his work. What advice would they give him?

Discuss with students why it is important to save our work. Ask:

 How often should we save it? Why?
 Can you explain how to save and load work?

As students suggest ideas, create a class display, explaining how to save and load and why it’s important. Use the display in the classroom for students to refer to
when they do work on computers in the future.

Additional Activity

Students could create a list of instructions explaining how to save and load work to help other students, friends or family in the future.

Digital Resources

Hardware: Additional resources:

You will require means to display saving work on a computer for demonstration
to class.
For students: computers with digital image creating software installed.
Recommended software:
Microsoft Paint (free with Microsoft Windows)
Tux Paint (free resource)

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Year 1, Unit 1: What digital technology do we use? Lesson 5

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To be able to Students will need to be able to personal computer, CO1.1A Understand that laptop, desktop and tablet computers are types
recount some of recognise and explain what a PC is software, hardware, of personal computers that meet different needs.
the history of the and its possible uses. monitor, desktop,
CO1.1D Know about types of output peripheral (e.g. monitor, printer, data
PC laptop, tablet, mouse
projector, speaker)
keyboard

Teaching Summary

NOTE: In preparation for this lesson, you will need to gather suitable items to use for creating models, such as old cardboard boxes, cardboard tubes, coloured
paper, plastic containers and pots, wool or string, straws and ribbon. Students will need scissors, glue, coloured pens and pencils. It may be necessary to ask
students to bring in some resources from home to help facilitate the lesson activity.
Show students a picture of the difference engine. Ask: What do you think this could be? What do you think it does?
 Give students a few minutes to discuss in pairs what they think it does and why.
 Give students the opportunity to feedback ideas and note them on the board around the picture.
Explain to students that this was in fact the first ever computer, designed by a man called Charles Babbage almost 200 years ago (1823).
Introduce and complete Activity 1.
 Remind students about the outcome for this unit (a technology show) and explain that today they will be creating a model of one of the computers from
the pictures to have on display at the technology show.

Main Activity

Activity 1:
In mixed-ability pairs, give students pictures of computers through the ages. Challenge students to organise them into chronological order from the oldest to the
most modern. Share the correct order with students once they have had some time to investigate. Discuss with students what they notice about how the
computers change over time. Examples of these changes are:
 decreasing in size – becoming portable
 as they got smaller, they could be used in people’s homes, not just in science laboratories.

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  increasing in computational power (being able to do more things more quickly)
 more user-friendly
 screen displays being developed
Discuss with students how the uses of computers have changed over time.
 Ask: Is it likely that people were able to play video games on the difference engine, or use one of the room-filling computers to chat online and share
photos? Why?

Activity 2:
In mixed-ability pairs, students to create a model of one of the computers from the pictures.

Extend: Students could be encouraged to write labels for the different parts of their model.

Plenary

Recap with students the changes in computers over the course of history. As a class, write a list of changes to be displayed as part of the technology show.

Additional Activity

If students finish their models, they could try to put them in chronological order, using the photos to help.
As an extra plenary, students could be shown a picture of the Antikythera Mechanism – a machine thought to be a 2000-year-old computer!
Information on this can be found at: https://wiki.kidzsearch.com/wiki/Antikythera_mechanism

Digital Resources

Hardware: Additional resources:

Examples of modern day computers and laptops would help bring the lesson to Year 1, Unit 1, Photo Pack 3
life for students.
Modelling resources such as old cardboard boxes, cardboard tubes, coloured
Recommended software: paper, plastic containers and pots, wool or string, straws and ribbon.
Internet browser (optional/additional activity) Scissors, glue, coloured pens and pencils.

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Year 1, Unit 1: What digital technology do we use? Lesson 6

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To be able to Students should recognise the digital image, shape, colour, edit IT1.1C Create digital content (draw a digital picture)
create objects in software environment of the chosen
digital images image creation software
To be able to Students should be able to save their
change the work
colour of objects
in digital images

Teaching Summary

Recap with students the features of the image creation software they investigated in Lessons 2 and 4.
Remind students of the outcome of this unit – a digital technology show, which will include a digital image of the piece of digital technology they have created.
Explain that today they will be investigating how to add shapes and change an object’s colour.
Ask students if any of them discovered how to add a shape to their picture in Lesson 2. If so, can they share with the class how they did it?
Demonstrate to students how to find shapes in the chosen software and input them into a picture.
Share with students how to change the colour of the shapes they choose.

Introduce and complete Activity 1.

Introduce and complete Activity 2.

Main Activity

Activity 1:
In mixed-ability pairs, students briefly practise inputting shapes into their picture. Make sure that students also practise changing the colour of their shapes as they
place them onto the image. Make sure that each student gets an opportunity to practise.
Activity 2:
Explain to students that today they will be using different shapes to create a picture of a piece of digital technology.

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Using the images in Photo Packs 2 and 3.
Core:
Give children a picture of a digital camera. Ask students to use shapes to create a picture of the digital camera and save it.
Support:
Give students a picture of a mobile phone.
Extend:
Instead of a digital camera, give students a picture of a desktop PC (the more peripherals it has the more difficult it will be, e.g. speakers, mouse, etc.)

Plenary

Make sure all students save their work.

Discuss with students what shapes they used for the different parts of their picture. As students explain their picture, assess their secure understanding of how to
insert shapes by asking them to explain how they made their picture.
Ask questions such as:
 Why did you choose this shape for this part of the device?
 How did you insert that shape into the picture?
 How did you change the colour of this part of the picture?

Additional Activity

Students could be encouraged to investigate how to resize their shapes once they have inserted them onto the page.

Digital Resources

Hardware: Additional resources

Computers with digital image creating software installed. Images of a digital camera, desktop PC and a mobile phone from Year 1, Unit
1, Photo Packs 2 and 3
Recommended software:
Microsoft Paint (free with Microsoft Windows)
Tux Paint (free resource)

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Year 1 Unit 1: What digital technology do we use? Lesson 7

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To be able to Students should be aware of different digital technology, problem, CO1.1B – Be able to describe the purpose and use of other digital
plan and design types of digital technology, particularly solution devices such as cameras and camcorders, games consoles, home
a piece of digital personal computers, laptops, mobile entertainment systems, media players.
technology phones and tablets. They may have
CO1.1D – Know about types of peripheral (e.g. monitor, printer, data
some awareness that there are other
projector, speaker)
examples such as washing machines,
cars, televisions, etc.

Teaching Summary

Explain to students that today they will be planning and designing their own piece of digital technology.
Briefly recap with students the type of tasks digital technology can do.
Discuss with students the types of jobs we might want a piece of digital technology to do for us. For example:
 complete homework
 read a story
 make cakes
 tidy up.
Students to think-pair-share some ideas about the types of jobs they would like a piece of digital technology to accomplish and how it might work.
Remind students that digital technology needs to be given an instruction by its user (the input) so that it knows to complete a task (the output).
Students to think-pair-share how a user might input instructions into a real/existing digital device, e.g. buttons, touchscreen, voice command.
 Ask students to feedback their ideas about the different types of input methods.

Give students an opportunity to think-pair-share what input type they want to include in their design and what might be needed on their digital device for that type
of input. (E.g. for voice command there needs to be a microphone and possibly speakers).

Introduce and complete the Main Activity.

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Main Activity

Core:
Ask students to use Worksheet 1 (planning sheet) to note down the problem or job that their digital device is able to solve or complete and draw what the device
will look like.
Support:
To help students begin, they could be given a couple of tasks to choose from that their device will be able to do. With an adult, they should discuss how it will
accomplish these tasks and what it will look like. Once students have discussed this, they can draw their device.
Extend:
Students can label the parts of their device and write a sentence explaining what the device does.

Plenary

At the end of the lesson, give students an opportunity to share their planning sheets with a partner.
Ask students to explain:
 How are instructions inputted into the device?
 What does the device do once the instructions have been given?
Some students could be chosen to share their planning ideas with the whole class.

Additional Activity

Students could be asked to come up with a name for their digital device. Challenge students to think of an exciting, interesting name that would make people want
to buy it.

Digital Resources

Hardware: Additional resources:

none Year 1, Unit 1, Lesson 7, Worksheet 1
Recommended software:
none

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Year 1, Unit 1: What digital technology do we use? Lesson 8

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To be able to Students should know how to turn on a brush, pen IT1.1C Create digital content (draw a digital picture)
use different computer and load a piece of software
pen styles to
Students should be able to save and
create different
load a piece of work
effects
Students should be able to place
To be able to
objects and change colours in a piece
create a digital
of image creation software
image

Teaching Summary

Explain that today students will create an image of their planned piece of digital technology, but before that they need to learn about the tools that they can use to
add the smaller details onto the device.
Demonstrate to students how to find the different pens and brushes available on the digital image creation software and cover how to change the colour as well as
the style.
Ask students to discuss with their partner the brushes and pen styles that would suit each part of their plans.
Ask students to feedback ideas from their discussions. Discuss as a class how students are planning to use the styles of pens and brushes to represent parts of
their devices.

Introduce and complete Activity 1 and Activity 2.

Main Activity

Activity 1:
Give students 10 minutes to experiment with the different brush and pen styles. Make sure they practise changing the colour of the brush as well as the style.

Activity 2:

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Referring to their planning sheets from Lesson 7, students use the image creation software to create an image of their planned piece of digital technology.

Core:
Using the elements of the software that they have learnt about, students create a picture of their design.
Extend:
Students can add labels to their picture.
Support:
Students could use just the shapes to create their image.

Plenary

Make sure students save their work, ready to print.

Ask students to evaluate their work in pairs. Ask:
 Does your digital image match your design?
 What is the best part of your picture? What tool did you use to create this part?
 How would you improve your picture next time?

Additional Activity

If students complete their work before the end of the lesson, they could be taught how to print their work from the software.

Digital Resources

Hardware: Additional resources:

Computers with digital image creating software installed. Completed planning worksheets from previous lesson (Year 1, Unit 1, Lesson
7, Worksheet 1)
Recommended software:
Microsoft Paint (subscription required)
Tux Paint (free resource)

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Year 1, Unit 1: What digital technology do we use? Lesson 9

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To be able to Students will need to be able to phone, mobile, contacts, CO1.1A Understand that laptop, desktop and tablet computers are
recount some of recognise and explain what a mobile computer, portable types of personal computers that meet different needs.
the history of the phone is and its possible uses
mobile phone

Teaching Summary

NOTE: In preparation for this lesson, you will need to gather suitable items to use for creating models, such as old cardboard boxes, cardboard tubes, coloured
paper, plastic containers and pots, wool or string, straws and ribbon. Students will need scissors, glue, coloured pens and pencils. It may be necessary to ask
students to bring in some resources from home to help facilitate the lesson activity.

Show students a picture of the early mobile phone. Ask:

 What do you think this is?
 What do you think it does?
Give students a few minutes to discuss in pairs what they think it does and why.
Give students the opportunity to feedback ideas to the class and note them on the board around the picture.
Explain to students that this was a very early mobile phone, designed to be used in cars. Point out to students how it had a rotary dialling mechanism – show a
picture of an old house phone (some modern phones are designed with rotary dials or are made to look like they have them – it would be good to have an
example of these, if possible, so children can experience the difference in dialling method).

Introduce and complete Activity 1.

Remind students about the outcome for this unit (a technology show) and explain that today they will be creating a model of one of the phones from the pictures to
have on display at the technology show.

Introduce and complete Activity 2.

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Main Activity

Activity 1:
In mixed-ability pairs. Give students pictures of mobile phones through the ages. Challenge students to organise them into chronological order from the oldest to
the most modern. Share the correct order with students once they have had some time to investigate. Discuss with students what they notice about how mobile
phones have changed over time. Examples of these changes are:
 decreasing in size – becoming more portable
 increasing in computational power
 easier to use
 fewer buttons
 cameras
 starting with no screen, then black and white, then colour.

Activity 2:
In mixed-ability pairs, students to create a model of one of the phones from the pictures.

Extend: Students could be encouraged to write labels for the different parts of their model.

Plenary

Recap with students the changes in mobile phones over the course of history. As a class, write a list of changes to be displayed as part of the technology show.

Additional Activity

Students could create a list of changes mobile phones have gone through over the years.
If students finish their models, they could arrange them into chronological order, ready for the technology show.

Digital Resources
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Hardware: Additional resources:
Examples of modern-day mobile phones would help bring the lesson to life for Year 1, Unit 1, Photo Pack 4
the children.
Modelling resources such as old cardboard boxes, cardboard tubes, coloured
Recommended software: paper, plastic containers and pots, wool or string, straws and ribbon.
none Scissors, glue, coloured pens and pencils.

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Year 1, Unit 1: What digital technology do we use? Lesson 10

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To be able to This lesson is the outcome that the unit digital technology show CO1.1A Understand that laptop, desktop and tablet computers are
create and has been leading to. It therefore relies types of personal computers that meet different needs.
All vocabulary linked to the
present a digital on all knowledge and understanding
unit. CO1.1B Be able to describe the purpose and use of other digital
technology taught across the unit
devices such as cameras and camcorders, games consoles, home
show
entertainment systems, media players.
CO1.1D Know about types of output peripheral (e.g. monitor, printer,
data projector, speaker).

Teaching Summary

This lesson will offer a good opportunity to invite other classes, staff members or parents in to see the work the students have completed.
 Recap with students everything they have learnt about over the course of the unit.

Introduce and complete Activity 1.

After the assessment activity, run the technology show (Activity 2)

Main Activity

Activity 1:
With the students, create a mind map on everything they have learnt across the unit. To help inspire the children’s memory of their learning, use Handout 1 (mind
map).
Activity 2:
Set the classroom up to display the new devices the students have created and the models of computers and mobile phones throughout history.
Students could be assigned areas of the show to staff and explain the pieces of technology they are standing near.
Invite guests in to look around the items in the technology show.
It may be nice to leave out a comments book to become part of the display and give students an opportunity to hear what their guests thought of their work.

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Plenary

Share the comments left by the visitors with the class.

With students, evaluate the technology show. Ask:
 What do you think went well with our show?
 How could we improve the show next time?
 Which part did people seem to enjoy the most? Why do you think that was?

Additional Activity

Students could film a guided tour around the technology show, reading the signs and labels.

Digital Resources

Hardware: Additional resources

Having real examples of the digital technology the children have learnt about All the students’ work from the unit.
would benefit the technology show.
Year 1, Unit 1, Lesson 10, Handout 1
Recommended software:
none

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