Image and shape basics

Overview

Students learn how to insert, move, resize and format images and shapes in a Microsoft Word document, applying clear layout choices for a purpose. They practise using simple tools and check their work against a layout checklist.

Learning intentions

• Students will be able to insert images and shapes into a document and place them purposefully.
• Students will understand how to resize, crop and format images to improve clarity and layout.
• Students will be able to format shapes (fill, outline, style) and use them to support meaning.
• Students will learn safe and respectful choices when using images (copyright, permissions, and attribution where required).

Success criteria

• I can insert an image and a shape and place them so they do not cover important text.
• I can resize and (if needed) crop/adjust an image to fit my page layout.
• I can format a shape using colour/fill and outline so it matches my document purpose.
• I can check my document for readability, alignment, and correct image use (permission/acknowledgement).

Curriculum links

• Designing and creating digital solutions: planning, creating, and improving a simple multimedia document.
• Using digital systems and data: using common software tools to edit and format content.
• Digital citizenship: making safe, responsible choices about media and information.
• Problem-solving and critical thinking: selecting tools and revising the layout based on feedback.

Lesson structure ({total minutes})

1. 0–5 min | Welcome and goal setting

• Show a short example slide: a document with well-placed image and shape versus a cluttered one.
• Students discuss what makes the layout easier to read and what might need fixing.

2. 5–12 min | Teacher demo: inserting and placing

• Demonstrate inserting an image and a shape in Word, then using basic positioning options (drag, move, and bring forward/behind if needed).
• Emphasise keeping text readable, using consistent margins, and avoiding covering paragraphs.

3. 12–18 min | Teacher demo: resizing, cropping, and basic image formatting

• Model resizing proportionally and cropping to focus on key details.
• Explain simple formatting choices that support clarity (for example, brightness/contrast or image style) without over-editing.

4. 18–30 min | Student task: create a mini layout

• Students receive a template page in Word (blank or with heading/text placeholders).
• Task: Insert one permitted/provided image and one shape (e.g., speech bubble, label, arrow, banner block), then place both to support the text.
• Students must also add a short caption or acknowledgement if required by the provided image source.

5. 30–36 min | Peer check using a layout checklist

• In pairs, students use a simple checklist: placement, readability, correct sizing, shape formatting, and safe image use.
• Partners give one “glow” (what’s strong) and one “grow” (one improvement).

6. 36–39 min | Quick whole-class share and revision

• A few students share what they changed after peer feedback and why.
• Teacher reinforces key tool habits: proportional resizing, aligning items, and keeping the document consistent.

7. 39–40 min | Exit reflection

• Students write one sentence: “Next time I will…” linked to one specific formatting choice they improved today.

Resources

• Computers/tablets with Microsoft Word installed (or school-supported Word version).
• Teacher-prepared Word template for students (with placeholders and instructions).
• A small set of pre-approved images or classroom-provided images (with permissions/acknowledgements included).
• A one-page layout checklist for peer review.
• Short teacher example documents (good layout and cluttered layout).
• Headings or caption text prompts for students to copy into placeholders.
• Optional: Printouts of the checklist for students who need a paper reference.
• Projector/screen for live modelling.

Assessment

• Formative observation during the student task: appropriate placement, resizing and formatting choices.
• Peer review checklist results: whether students can meet layout and image-use expectations.
• Exit reflection: identifies one actionable improvement or tool choice students learned.

Differentiation

• Support for developing skills: provide step-by-step “tool cards” (Insert image, Crop, Resize, Insert shape, Shape fill/outline), and circulate with targeted prompts.
• Support for students needing additional time: allow an image-only or shape-only option, then add the second element after teacher check.
• Extension: challenge students to add an additional shape (e.g., arrow or label), use consistent colours, and improve alignment/spacing for a more polished layout.
• EAL/SEN: provide sentence starters for captions/acknowledgements and for the peer feedback (“I noticed…”, “You could try…”). Use visual examples of finished layouts.