Touchpad Typing Skills

Overview

Students practise accurate and fluent typing using a keyboard and touchpad, focusing on text editing and common touchpad gestures. They also apply these skills by writing a short paragraph about a marine animal in a word-processing tool.

Learning intentions

• Students will practise typing with accuracy and reasonable speed.
• Students will edit text (insert, delete, move cursor, fix mistakes) using digital conventions.
• Students will use common touchpad gestures to navigate and control a document.
• Students will apply typing and editing skills to write a paragraph about a marine animal.

Success criteria

• I can type my paragraph with minimal errors and correct common mistakes.
• I can edit my writing by moving the cursor and changing words using backspace/delete and proper cursor placement.
• I can use touchpad gestures to scroll, click, and reposition the cursor without asking for help.
• I can improve my work by checking spelling, punctuation, and spacing.

Curriculum links

• AC9TDI4K01: Explore and describe how digital systems and peripherals support different purposes.
• AC9TDI4P04: Implement simple algorithms as visual programs involving control structures and input (linked through using input and step-by-step routines for editing).
• AC9TDI4P06: Use core features of common digital tools to create, locate and communicate content, following agreed conventions.
• AC9TDI4P07: Share and collaborate using agreed behaviours (safe, respectful classroom routines for device use and assistance).

Lesson structure (45 minutes)

1. 0–5 min · Hook & model “precision.” Teacher displays the introduction slides and asks: “What makes typing easier and faster—speed or accuracy? What helps you correct mistakes quickly?” Students share quick ideas, then watch the teacher model cursor movement and a small edit.

2. 5–12 min · Direct teach: keyboard basics. Teacher uses the introduction slides to demonstrate three routines: placing the cursor, using backspace/delete, and changing a word without retyping the whole sentence. Students repeat the routines on a practice line (paper or device), then identify one “editing step” they will use during their paragraph.

3. 12–18 min · Typing exercise: accuracy sprint. Teacher sets a 2–3 minute timer and runs a short copy-typing task (teacher selects a sentence from the slides routine) from the introduction slides. Students type carefully, pause if needed, then check their work against the source line for accuracy.

4. 18–24 min · Touchpad gestures practice. Teacher shows touchpad actions using the introduction slides: click/tap to place the cursor, two-finger scroll to move through text, and drag to select a word/line (or nearest available equivalent on the device). Students practise by completing two quick “missions”: scroll to a target line and correct one word using selection and typing.

5. 24–35 min · Main task: marine animal paragraph. Teacher distributes the marine animal typing and editing worksheet and confirms the success criteria while students work. Students type a paragraph about a marine animal that matches the worksheet prompt (including at least 4 sentences). They must: (1) leave an intentional title line, (2) use touchpad navigation to stay on the correct area, and (3) edit at least 3 mistakes they notice while typing.

6. 35–42 min · Editing challenge: “fix without retyping.” Teacher calls students back to the introduction slides for an editing checklist (insert/delete, cursor placement, re-read for spacing and punctuation). Students apply the checklist to their own paragraph, fixing one punctuation/capitalisation issue and one spacing issue, then read aloud softly to catch errors.

7. 42–45 min · Plenary & quick assessment check. Teacher leads a brief reflection using the introduction slides: “Show me with your thumbs—Are you more confident with typing accuracy or editing?” Students submit their document and complete a final self-check: one sentence about what they improved (accuracy, fluency, or editing speed).

Resources

• the introduction slides
• the marine animal typing and editing worksheet
• Student devices (laptops/tablets) with a word-processing tool (e.g., Google Docs)
• Headphones optional for focus (one set per student if available)
• Timer visible to the teacher (on screen)
• Marker/paper for a “practice line” if devices need setup time
• Teacher exemplar paragraph (can be displayed on the projector)

Assessment

• Formative during typing: teacher checks accuracy by looking for correct copied text and tracking common errors (e.g., missing spaces, incorrect characters).
• Formative during editing: teacher observes whether students can correct mistakes by cursor placement and selection rather than retyping.
• Summative check of the final paragraph: accuracy and fluency in typing (overall correctness and completion) plus evidence of editing (at least 3 intentional fixes).

Differentiation

• Support: provide sentence frames on the marine animal typing and editing worksheet and allow students to use a word bank for key facts.
• Support: offer a “keyboard help” mini-card (teacher-written) showing backspace/delete and how to place the cursor (based on your device).
• Extension: challenge students to improve fluency by reducing errors after the first edit cycle (students attempt one re-run of their typing speed for 1–2 sentences).
• EAL/SEN: allow typing fewer sentences if needed while still requiring 3 editing actions; encourage re-reading for spacing and capital letters with guided prompts from the slides.
• Confidence-building: pair faster typists with students needing more editing support so all practise both skills.