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Fairytale fun

Integrating Digital Technologies
Years F-2

DT+ English

Use the slide sorter function to arrange a set of presentation slides in correct sequence to retell a fairytale.

A cartoon-style illustration of Goldilocks with the three bears, all smiling as if facing a camera

Suggested steps

  1. Students read or listen to a fairytale, eg Goldilocks and the Three Bears, and participate in a classroom discussion to consider plot development.
  2. Support students to become familiar with the significant events within the fairytale, such as beginning (orientation), problem (complication) and solution (resolution).
  3. Children work collaboratively to create a timeline of the significant events within the story, using pictures, words or simple sentences. Challenge students to decide which details within the story are not important, eg the colour of Goldilocks’s dress; the type of porridge; the size of the bears; the colour of the chairs.
  4. Depending on your learners, you could do one of the following:
    1. Provide students with a series of slides (PowerPoint or Keynote) depicting both significant events and details of no significance within the fairytale. Slides may include pictures, words, simple sentences or a combination of these.
    2. ask students to create their own set of slides to include the most significant events and discard unnecessary details.
  5. Students choose which details/events are significant and use the slide-sorter function to arrange these events in order, to retell the story. Support the students to understand the importance of correctly sequencing the events and identifying the most important details.


  • If we put the events in the wrong order, what happens? (The story would not make sense.)
  • Why do we leave out things that are not important ('irrelevant details') when we retell a story? (They distract us from the main story.)
  • What words can we find that are used to link events? (Examples: then, after, soon, later.)

Why is this relevant?

One of the key concepts within the Digital Technologies curriculum is Abstraction. Abstraction involves hiding details of an idea, problem or solution that are not relevant, to focus on a manageable number of aspects. Abstraction is a natural part of communication: people rarely communicate every detail, because many details are not relevant in a given context.

The idea of abstraction can be acquired from an early age. For example, when students are asked how to make toast for breakfast, they do not mention all of the steps explicitly if they assume that the listener is an intelligent implementer of the abstract instructions.

Central to managing the complexity of information systems is the ability to ‘temporarily ignore’ the internal details of the subcomponents of larger specifications, algorithms, systems or interactions. In digital systems, everything must be broken down into simple instructions.


Slide Sorter Accessible slides (Powerpoint version)

Slide Sorter Accessible slides (PDF version)