Key Stage 1 Scenario



  • Explored electronic publications from a variety of genres, including eBooks and websites and expressed opinions about them

  • Planned a simple layout for each page

  • Considered font size and colour

  • Collaboratively created an eBook using a range of tools e.g. text, draw, audio and insert

  • Reflected on their publication and the skills they have learned

Computing National Curriculum Links

  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content

  • 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 on the internet or other online technologies

Software/app/hardware choices


Alternative software:

Cross Curricular Ideas

Maths - Children can create an e-book exploring shapes or the properties of a number.

Science - Children can create a non-fiction text based on an in-class experiment or life cycle.  

PSHE – Children can create transition books about their year/routines ready for the following cohort to use. ​​​​

eSafety/Digital Literacy Considerations

  • Consider safeguarding issues when publishing the finished project outside of the classroom - you will need to be careful of using such as photographs of the children and full names 

  • If accessing online images or information, re-cap safe searching and be sure to check for copyright free images. (Creative commons licence)​

Before you Start

  • Ensure children have a good understanding of the key text you wish them to use

  • Ensure that Book Creator is installed on the iPads

  • Familiarise yourself with the app and its features

  • Create examples of eBooks to generate discussion around poor and strong examples to use alongside any you can access via a digital library

  • If using PuppetPals for animated videos in the publication, you may wish to pre-create backgrounds for the children to select from. Click for the links in the resources for support with this

  • Create a letter or email for the children to receive from the author they are learning about

  • ​Think about how you want the children to work together - will they be in pairs or small groups. Do you want them in mixed ability or ability sets?​​​​

The Big Picture

Here is an idea for you to consider:


You have received an email from a famous author (Martin Waddell) asking for your help with a new project. The author wants to turn their favourite book Owl Babies into an eBook to share with children all around the world.  


You must explore the features of e-books and discuss your opinions of them before working together to create a digital version for the author. Make sure you think carefully about your layout and produce careful illustrations to have the best effect on the reader. 


Or you may want to try:

You have received an email from a famous author (Julia Donaldson) asking for your help with a new project. The author wants to turn their favourite book The Highway Rat into an eBook to share with children all around the world.  ​


You must explore the features of e-books and discuss your opinions of them before working together to create a digital version for the author.

Make sure you think carefully about your layout and produce careful illustrations to have the best effect on the reader.


  • Layout - the way in which text or pictures are set out on a page

  • Digital Publication – a form of authoring/publication that has been created using technology

  • eBook – a digital/interactive text

  • Font – the style and shape of the text characters

  • Illustration – the images/drawings within the text

  • Content – the information and features inside the publication

  • Insert – to add in

  • Edit – to alter/change content or layout

Key Questions

  • ​What do you like about this page? Why?

  • How could we improve…?

  • What if we added….?

  • How are they different?

  • How are they the same?

  • What features work well?​



  • Children could organise the texts in to different or self-generated categories.

  • Extend the more able through higher level reasoning. ​




Share an example of an eBook and discuss the key features that are both similar and different to physical texts.  Consider comparing a physical text to an eBook version of the same content for direct comparison.

Using prompts, encourage the children to discuss and share their opinion as you move through the class model. This could be done via a voting system or sharing their opinion via an online ideas bank such as Padlet.


Allow children to explore a variety of e​Books and encourage them to compare and discuss key features they would/wouldn’t like for their own publication. Consider recording children’s ideas on a working wall as they work. There is an app called post-it​ which allows you to store a digital version of the children’s post it notes post activity if required.  ​


Re​​focus children on the layout and style of content. Use a poor example of an e-book such as the one here -  discuss the problems/how to improve the different elements of the publication.  The key notes to point out for improvements are:

  • Inappropriate font size.

  • Inappropriate font style.

  • Video size too small.

  • Background colour too dark for text.

  • Video and text misaligned.

  • Too much on a page.

  • Poor audio. ​​

  • Inappropriate colour choices. ​


This session allows children to explore the basic features of the Book Creator app, eventually moving towards some of the app's more advanced features.  Learners should be given time to explore the key features of the app, such as adding text, drawing on to the book and adding an audio button. It may be that you decide to keep the task 'open', allowing learners to explore the app through trial and error, whilst supporting/facilitating as needed, partcularly when moving towards more advanced skills. 


Consider setting a series of challenges for the children to find and read around the room. For instance: 


If time allows, get the children to switch partners/send an envoy and ask the other person to model a challenge to them for peer assessment/checking. For example, show me how to add the word owl. Or I have learnt how to…then model a new skill.


You could also create a list of new skills learnt on the working wall/ideas area for the children to use as a reminder of tips to use when planning. 


The basic set of skills to cover are:

  • Adding text. 

  • Changing the font, size and colour.

  • Adding a photo or video.

  • Using the pen tool – changing size and colour. 

  • Adding audio.  


There are videos to support these skills in the resource section if you are unsure how to do this using the app. ​

Key Questions

  • How do you insert….?

  • What if I make a mistake?

  • How do I undo/edit…?

  • Show me how to…?



  • In order to develop the learning for the more able, consider making the challenges progress in difficulty.

  • Consider having a set sheet of challenges per ability, to allow the less able to move at a slower pace and to support classroom management if no movement around the class is preferred. ​



Planning and Creation



This is where children plan their layouts and content. As this is a re-tell, there will be more focus on the use of features and layout over original content. You may want the children to re-tell differentiated versions of the book dependent on ability. Encourage children to include a range of techniques such as a video clip showing them reading the text or an audio clip playing the character's voice or a sound effect. Another technique to consider is drawing directly into the app or inserting an image created elsewhere. The more able may want to add videos where possible dependent on their exposure to other apps and progression in the skills session (PuppetPals or video recordings of puppets in the camera roll). The most effective practice is where additional time is used in literacy lessons to re-enforce the written content as part of the planning and creating process.  


Encourage children to consider effective positioning such as appropriate size images/videos, alignment of text and colour contrast of the font.  There is an example eBook in the 'Resources' section and an example planning frame to support the children's learning.



Now that children have planned their publication, give them the opportunity to create their final piece.  Encourage them to reflect on their initial plan - if they feel they want to adjust/improve as they work through their publication allow them to do so if they can justify their decision.   

This may take several lessons dependent on the children and variety of content you are expecting from your class. ​

Links to Resources

Key Questions

  • How can we make this stand out?​

  • Is your font clear? Why?

  • How could we improve this illustration?

  • How can we check our publication?

  • What if…?​

images (1).png


  • When adjusting the lesson to suit the needs of all learners, alter the editable planning frames to suit the needs of individuals where appropriate.

  • To extend the more able pupils, challenge them to include a wider range of features, layouts and more appropriate font selection etc. ​​​​


Sharing and Evaluation


This session will allow the children to explore the other books made by their peers and give their opinions on the content and layout. 

Consider allocating the eBooks to QR codes and allow the children to 'hunt' for the different texts. This will allow the children to be active (possibly around school or the outdoor area) and avoid too many audio clips playing over each other. Give children consideration points to look at and discuss when reading each text. This can be done as a list or with a key question under the QR code for the children to discuss. If peer assessment is embedded in your classroom, you may wish to allow the children to leave a comment or traffic light colour on the scan sheet for the team to receive. There is an example sheet in the resource section.


This can all be replicated without QR codes if you are unfamiliar with the concept by allowing the children to move to different iPads with the digital publications on. However, QR codes add an extra engagement factor for the children and allow more flexibility with the lesson. If creating QR codes for files not on a publicly shared area or where there are safeguarding issues, remember to use your OneDrive to create the QR codes and store the eBooks.  There is a tutorial video in the resource section showing you how to do this securely with an added option of changing the colour of the QR code. 


To tie the project together, you could publish the class favourite book, voted for by the learners, on the school website. Remember to link back to the hook and 'send' the projects to the author. Allow the children to generate ideas of how and where they could create eBooks in different areas of the curriculum. ​​

Key Questions

  • What do you like about this page? Why?

  • How could we improve…?

  • What if we added….?

  • How are they different?

  • How are they the same?

  • What features work well?

  • What did you find challenging?

  • What is your favourite feature and why?

  • How else can we use these skills/app?​


  • During this session differentiation occurs via questioning and the depth of reasoning accepted in responses.

  • ​​​Consider linking to speaking and listening targets and expectations to adapt to individual needs.





All learners will be able to

  • Explore electronic publications from a variety of genres, inclu​ding eBooks and websites and express and opinion about them. 

  • Work independently or with other learners to plan a simple digital publication. 

  • Demonstrate early word processing skills. ​​​

Most learners will be able to

  • Design and create a simple eBook combining formatted text and images.

  • ​Share an opinion, with reasons, on the quality of a digital work from other learners. 

Some learners will be able to

  • ​View digital publications, notice potential improvements and make appropriate changes.

  • Make selective decisions when combining and selecting text, videos and images.