Year 1 Computing Scheme of Work
Year 1 introduces pupils to computing as a subject in its own right. At this stage, learning is grounded in concrete, playful experiences: giving instructions to floor robots, creating pictures and simple text on screen, and beginning to think about how to stay safe online. The six units across the year provide a broad and balanced introduction to the three main strands of the KS1 National Curriculum — algorithms and programming, uses of technology, and online safety.
A key emphasis at this stage is developing computational thinking informally. Pupils learn that computers follow precise instructions, that sequences matter, and that mistakes can be found and fixed. Much of this is taught through unplugged activities and physical devices before moving to on-screen programming environments, ensuring all pupils build confidence regardless of prior experience at home.
Expected prior knowledge
- ✓Experience using simple technology such as tablets, cameras, or interactive whiteboards in the Early Years Foundation Stage.
- ✓Ability to follow and give simple verbal instructions in a sequence.
- ✓Familiarity with the concept of rules and step-by-step procedures from everyday life.
Units across the year
Six half-term units covering all strands of the KS2 Computing programme of study.
What is an Algorithm?
- –Understand what algorithms are and how they are implemented as programs on digital devices.
- –Create and debug simple programs.
- –Use logical reasoning to predict the behaviour of simple programs.
- –Write instructions for a simple everyday task (e.g. making a sandwich) and test them on a partner.
- –Act as a programmable robot while a partner gives step-by-step directional instructions.
- –Identify errors in a sequence of instructions and suggest corrections.
- –Use a visual programming environment to create a simple on-screen sequence.
Sequencing Instructions
- –Understand that algorithms are implemented as programs that execute in a precise order.
- –Create and debug simple programs.
- –Use logical reasoning to predict the behaviour of simple programs.
- –Order a set of instruction cards to complete a task and identify what happens if the order changes.
- –Program a simple on-screen character to move through a maze using sequenced blocks.
- –Swap programs with a partner and follow the partner's instructions to check they work.
- –Debug a broken sequence by identifying which step is missing or in the wrong position.
Programming with Beebots
- –Create and debug simple programs.
- –Use logical reasoning to predict the behaviour of simple programs.
- –Understand that an algorithm is a precise set of instructions.
- –Explore the Beebot controls and predict what will happen when a sequence of buttons is pressed.
- –Plan a route on a grid mat using arrow cards before entering it into the Beebot.
- –Program the Beebot to travel from a starting square to a target square, adjusting the sequence as needed.
- –Debug routes that do not reach the target by tracing the instructions step by step.
Creating with Technology
- –Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
- –Recognise common uses of information technology beyond school.
- –Use a painting application to create a digital picture, exploring tools such as brush, fill, shape, and eraser.
- –Use a word processor to type a sentence about the picture, applying bold and a simple font choice.
- –Organise saved work into named files and folders, understanding that digital work must be saved.
- –Compare digital creation tools with physical ones and discuss why each might be chosen.
Online Safety
- –Use technology safely and respectfully, keeping personal information private.
- –Identify where to go for help and support when they have concerns about content or contact online.
- –Sort examples of information into safe-to-share and keep-private categories using picture scenarios.
- –Role-play responding to an unkind message online and identify the best course of action.
- –Create a class poster about being a kind and responsible digital citizen.
- –Identify trusted adults who can help if something online makes them feel worried or uncomfortable.
Unplugged Computing
- –Understand what algorithms are and how they are implemented as programs on digital devices.
- –Use logical reasoning to predict the behaviour of simple programs.
- –Play a human algorithm game where pupils act as robots following precise spoken instructions.
- –Complete a sorting network activity, following rules to sort a set of number cards using arrows on the floor.
- –Represent a simple decision as a flowchart using arrow cards and yes/no question cards.
- –Discuss how the same logical thinking used in these games applies to how real computers work.
Progression into Year 2
In Year 2, pupils build directly on this foundation by moving from floor robots to on-screen programming in ScratchJr, introducing the concept of events and the idea that a program can be triggered by a user action. Data handling becomes more structured with pictograms, and online safety is revisited with a focus on digital citizenship and understanding the permanence of online actions.
Individual lesson plans
Full lesson frameworks — learning objectives, vocabulary, lesson structure, and common misconceptions — for each unit in this scheme.
View all Year 1 Computing lesson plans →