Headers Footers

Overview

In this lesson, students learn how headers and footers work in a document and practise formatting them so information appears on every page. They will create a short Word document using a clear document style.

Learning intentions

• Students will be able to explain what headers and footers do in a document.
• Students will practise adding and editing headers and footers in Microsoft Word.
• Students will apply consistent formatting (font, size, alignment) to make a neat, readable page layout.
• Students will check their document for accuracy and consistency across pages.

Success criteria

• I can identify the difference between a header and a footer.
• I can insert and edit a header and footer so they show on all pages.
• I can format my header/footer consistently (same font, size, and alignment).
• I can proofread my header/footer content for spelling and correctness.

Curriculum links

• Designing and creating digital solutions using planning, creating, testing, and improving.
• Using digital tools to create documents and manage information effectively.
• Understanding and applying safe, responsible use of digital technology (saving, file naming, and handling content).

Lesson structure (40 minutes)

1. 0–5 min: Hook and model Teacher shows a two-page sample document with a clear header and footer (e.g., title in the header, page number in the footer). Students briefly discuss: “What changes when we add a header/footer?” and “Why is it useful?”

2. 5–10 min: Mini-teach (how it works) Teacher demonstrates in Word: entering header/footer mode, typing text, and exiting to see changes on multiple pages. Students notice how the content repeats across pages and how formatting options apply.

3. 10–18 min: Guided practice (add simple header) Students follow along to insert a header and type a chosen document title. Teacher models consistent formatting (one font, one size, left or centre alignment). Students add the same title on their own document and check that it appears on page 1 and page 2.

4. 18–26 min: Guided practice (add footer + page numbering) Teacher demonstrates adding a footer and inserting page numbers. Students add: page number in the footer and one extra element (e.g., their name or class code) if instructed. Teacher prompts students to click back into the main document and verify both pages update correctly.

5. 26–33 min: Independent creation task Students produce a short 2-page Word document (teacher provides a prompt such as “My learning in Technology” or “My favourite tool and why”). They must include a header with the document title and a footer with page numbers. Teacher circulates, checking formatting consistency and correct placement.

6. 33–38 min: Peer check and quick edit In pairs, students use a simple checklist (spoken and on the board) to confirm: header present on both pages, footer present on both pages, page numbers appear and are correct, and spelling is accurate. Partners give one “glow” (what’s strong) and one “grow” (what to improve).

7. 38–40 min: Exit ticket reflection Students write one sentence: “A header/footers helps because…” and one action they will use next time (e.g., “I will format consistently” or “I will proofread the header text”). Teacher collects for quick review.

Resources

• Teacher-prepared example Word document (2 pages) showing headers and footers
• Student devices with Microsoft Word available
• Student template or blank Word document (with two-page content plan)
• Printed or displayed checklist for peer review
• Headings/ideas prompt for the document body (teacher provided)
• Spare stationery for exit ticket notes
• Timer visible to manage transitions
• A sample file naming convention reminder (e.g., YearLevel_Group_StudentName_Date)

Assessment

• Teacher observation during guided and independent tasks (correct insertion and consistent formatting)
• Peer checklist evidence (header/footer appears on all pages, page numbers correct)
• Exit ticket responses to gauge understanding of purpose and key habits (formatting and proofreading)

Differentiation

• Support: Provide a step-by-step card showing the order to enter header/footer mode, type content, format text, and confirm it on page 2.
• Support: Offer a partially completed template where only the title and footer details need to be added.
• Extension: Challenge students to add a second line in the header (e.g., subtitle) or apply different alignment rules while keeping consistency (same formatting style across pages).
• EAL/SEN: Use clear sentence starters for the document body and model proofreading strategies (slow reread, check spelling, verify page number placement).