Lower Key Stage 2 Scenario



  • Explored and evaluated what makes an effective publication.

  • Collaborated with others to plan and produce a digital non-fiction text. 

  • Combined text, images and audio/video to create a multimedia eBook. 

  • Reflected on the publication, responding to feedback and begun to improve work accordingly.

  • Explored using links within a publication to enhance the text e.g​. Hyperlinks and weblinks.

Software/app/hardware choices

Alternative software

Cross Curricular Ideas

  • Literacy – Create autobiographies. 

  • PE – How to guides for other pupils. 

  • History – Non-Fiction text about a key phase in history. 

  • Geography - Information text about maps, continents, weather etc.

  • PSHE – Transition activity/homework about your school/class or family.


  • 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.

  • Weblink – a word or image that when clicked inside the e-book links to an external piece of information on the internet such as a website.

  • Hyperlink - a link from a hypertext document to another location, activated by clicking on a highlighted word or image.

  • Non-fiction – information based on facts. 

Computing National Curriculum Links

  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. 

  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

eSafety/Digital Literacy Considerations

  • Consider safeguarding issues when publishing the finished project outside of the classroom e.g. use of photographs of the children not using full names.

  • ​When accessing online images or information recap safe searching and be sure to check for copyright free images. (Creative commons licence)

  • Ensure the children are aware of finding and referencing credible information sources when researching online.  

Before you Start

  • Ensure Book Creator is installed on the iPads. 

  • Ensure Pic Collage is installed on the iPads. 

  • Ensure you have a WAGOLL and a 'needs to be improved example' to share with the children. (There are some examples in the resource section.) 

  • Check permissions to be aware of which books you can later publish on the school website and beyond if required. 

  • Familiarise yourself with the ELF assessment statements for additional differentiation/progression. 

  • Consider revisiting non-fiction writing in literacy to support and reinforce key features and skills for less able/SEN. 

  • Think about how you want the children to work; 2's, 3's, mixed ability or ability based groups. This will adjust and impact on the length of time required and also the content. For example instead of one animal the larger teams will need to create a book with multiple animals in. 

  • Look at the different examples of e​Books for ideas for formatting and content to use in different learning opportunities. ​​​​​​

The Big Picture

Here is an idea for you to consider:

You have been set the c​hallenge of creating some new interactive non-fiction books for the school library. All of our African Animal's section has been damaged and needs replacing with good quality texts. 


You will need to think about the important features of a non-fiction text and also how to use Book Creator to add interactive and engaging features to your book to make it more interesting for the reader. To be an excellent author of a non-fiction text you must produce credible research and ensure that your information is shared in a clear and easy to follow way. ​​​​​


Or you may want to try:

You have been asked by the local museum to create a digital non-fiction book to make their exhibit more interactive. The main exhibit they are devleoping is  'Historical Figures,' you must create a book that has information, images and videos that share facts about the life of Florence Nightingale. (This can be easily switched to another historical figure to suit your topic.)


You will need to think about the important features of a non-fiction text and also how to use Book Creator to add interactive and engaging features to your book; to make it more interesting for the reader. To be an excellent author of a non-fiction text you must produce credible research and ensure that your information is shared in a clear and easy to follow way. 

Key Questions

  • Can you suggest content headings for an animal book?

  • How are content pages more effective in ebooks?

  • What are the similarities/differences between the books?

  • How can you make your front cover stand out?

  • Where do the authors check their information?

  • What is the impact of a labelled diagram?




In this session children will become aware of the successful features of non-fiction texts and discuss their opinion of digital non-fiction texts and how the layout/techniques impact and support the reader. 


The children will use pic collage to take photos of the key features in paper based non-fiction texts that they can wish to include in their own book. Then they can annotate their notes on top of the key learning points/features that they discover. If you use a working wall you may want to refer to this and link it in with wider learning in literacy. There is an example of the Pic Collage activity in the resource section. 

When exploring the contents page, it is important to highlight appropriate headings and the best way to split a book into sections. You may want to use the section of a poorly created book included in the resource section to support the discussion. 


Discuss the WAGOLLs in the 'Resources' section.  How do they compare to each other?  What are the good features? What could be improved? 


​To extend the children's learning, consider creating a debate as to why interactive books are more accessible/engaging for children. ​​




​In this session the children will practise the key skills needed to create a non-fiction digital text.  The skills they need to perfect are: ​

  • Changing the background of text boxes.

  • Adding audio clips and making them invisible.

  • Adding a hyperlink to another page.

  • Adding a weblink.

  • Adding a shape. 

  • Inserting video. 

  • Page re-ordering. 


Using AirDrop, send the skills template eBook​ in the resource section from the teacher's iPad to the students'. Once the initial skills have been covered it would be beneficial to allow the children time to explore the app and show off the skills they have learned in their own way. There are 'how to' videos to model each of the above skills to support you with this process. You could encourage children to narrate their own audio over the top of these clips (no audio on the original content for this purpose) to demonstrate their understanding and ability to explain core skills to other learners.


If AirDrop is not available, consider transferring the files using different file sharing systems such as ​Seesaw or ​Showbie.​ If neither of these options are available consider sharing the example as a brief either via the whiteboard or as a printed resource. 


Perhaps the children could begin by constructing their own page templates or replicate a non-fiction text available in the classroom, if you feel the children are working at a competent enough level to achieve/explore this. 

Consider having a range of practical photos/fact sheets for the children to use in combination with digital resources to reinforce camera skills.

Key Questions

  • How do you edit a text box?

  • How can we search information safely online?

  • Can you show me how to re-order my pages?

  • What if my hyperlink isn't working?

  • What are the important factors to consider?

  • How can we make the publication interactive?​​​


For a reflective extension that improves skills, a​llow the children access to the poor e-book example.  Can they improve and adjust the content? Encourage the children to discuss the choices they have made and how/why they altered different areas/features.

Planning and Creation




In this session the children will need to consider the following points when planning their animal facts eBook. 

  • Which websites will be bookmarked to add as a weblink where necessary?

  • Will they hyperlink each item in the contents to the appropriate section?

  • How will they present their information? Videos showing other work such as animation or coding programmes, art work, video blogs etc?

  • Which page (if any) will have a labelled diagram?


 ​This often works best when linked to other areas of curriculum, allowing the children to build content across the timetable.  This gives children the opportunity for a stronger multimedia approach to their work. For example:

  • a data survey in maths

  • green screen report in history/geography 

  • a quiz created in literacy. 


Ensure that multimedia used focuses on quality over quantity.  Do not try to include too many features unless it is appropriate when adapting these lessons to suit your class. 


​Allow plenty of time for children to conduct their research on the animal of their choice. Children can record paper jottings of their facts and information or consider using the notes app on the iPad as an additional tool. If using paper jottings,  encourage children to bookmark websites for use and reference in their book. If using the notes app the children can add the weblink to their notes. To see how to do this click on the link in resources. 


Finally, encourage children to use the planning frame to decide which content will go on each page.  No need for children to actually write the content - simply indicate that on page 1 there will be some interesting facts and an audio clip, for example.



During this activity, children will use their plans to support the creation of their eBook. The children should have sourced their information and any content made in other lessons. If the content is being created during this section then make sure you allow additional time. A guide to suggested book contents is listed below. However, dependent on group sizes and the coverage you have looked at in the wider curriculum you may want to adjust these sections to suit.  

  • Front page

  • Contents

  • Interesting facts

  • Habitat

  • Diet

  • Labelled diagram​ 


If the children are working in groups instead of pairs, you may want to consider multiple animals per book - for example giraffe, elephant, snake and camel.


Remember the children can choose to present each section in a different way via text, images, video reports, drawings and quizzes. ​

Key Questions

  • How will you keep the reader engaged?

  • Why is it important to use different presentation methods?

  • How do you add a link?

  • Do you prefer paper based or digital books? Why?

  • How does using technology improve your content?



  • Consider adding an index or glossary to the eBook as an extension or challenge for the more able.

  • ​For quick finishers, encourage them to add additional content - for example can they create an animation showing the animal in its habitat?           

  • Can they add weblinks to activities or online blogs/quizzes linked to the content?

Sharing and Evaluation


This section encourages the children to give more in-depth feedback to others and develop their own reflection techniques. If you are in a one form entry the children can share and evaluate their texts with different groups. If you are multi-form you may want to use this opportunity to share and evaluate across the classes. 


You could add the children's eBooks to your library or a display to create an interactive learning environment where staff, parents and pupils can scan the QR code to read their book and give feedback. Click the link in the resources section to see how to make a QR code. 


The children should work together to create their own evaluation quiz. This can be recorded/created in literacy if time is an issue. The quiz can be created in a simple written format or if laptops are available children could type their questions into Word to print off and give out to pupils as they read their book. If using the interactive display idea you could attach a wallet with the children's print offs in for the rest of the school community to contribute to.  Finally, groups of children could help design a survey using a free online survey tool such as SurveyMonkey​


​Key questions for the children to consider using in their questionnaire: 

  • What do you think of our colour choices?

  • Have we used a variety of ways to show information?

  • Can you find links in the e-book? Are they purposeful and why?

  • Which is your favourite section and why?

  • How can we improve our eBook?

  • How can we check the information shown is true? 


​Another platform for sharing the books is to publish examples on the school website. You may also want to feature an example using a QR code on the school's newsletter as a way of sharing with the wider school community and Governors.​

Key Questions

  • What do you think of our colour choices?

  • Have we used a variety of ways to show information?

  • Can you find links in the eBook? Are they purposeful and why?

  • Which is your favourite section and why?

  • How can we improve our eBook?

  • How can we check the information shown is true?​​ 



  • Challenge the more able by extending their questions and responses.

  • The less able may require additional prompts to support their questioning and literacy support prompts to aid with word processing.




All learners will be able to

  • Explore digital publications in a variety of genres and evaluate what makes an effective publication.

  • Collaborate with other learners to plan an engaging publication.​

Most learners will be able to

  • Design and create multimedia publications (e.g. eBooks) that combine text, images and audio/ video.

  • Add hyperlinks in to an e-book to link contents to sub sections.

  • View own publications and evaluate against agreed success criteria

Some learners will be able to

  • Adapt language, formatting and objectives to different media or target audiences.

  • Add weblinks in to a publication, linking to online sources of information.