InDesign Setup

Overview

This 60-minute lesson builds students’ technical readiness for the unit “Designing Matariki Calendars” by introducing Adobe InDesign basics and helping them set up an A2 calendar document using Swiss-style layout conventions (clean grid, consistent alignment, and typographic hierarchy). As lesson 9 of 10, the focus is accurate document setup so students can complete pages effectively next.

Learning intentions

• Students will learn the core InDesign interface, page/document structure, and essential tools for creating professional print layouts.
• Students will set up an A2 calendar document with a clear grid system that supports Swiss design conventions.
• Students will apply established layout practices (margins, gutters, consistent styles) to organise type and imagery reliably.
• Students will use a peer-support partnership to troubleshoot and refine setup choices before starting calendar content.

Success criteria

• I can identify key areas of the InDesign interface (pages, tools, panels) and use zoom/view controls to work accurately.
• I can create and configure an A2 document with margins, columns, and baseline/grid guidance.
• I can set up page structure (master/consistent settings) so all calendar pages align and repeat consistently.
• I can check my setup for print readiness (bleed/safe areas if required by school expectations) and fix issues with help.

Curriculum links

• AS91914 — Explore Visual Arts processes and conventions to inform own art making: using processes and conventions to inform art making decisions.
• AS91913 — Produce a significant resolved artwork appropriate to established art making conventions: using media/techniques and established practices to produce controlled outcomes.
• Students develop visual arts and design capability by applying conventions for composition and production (layout, typographic control, and technical setup).
• Students practise self-management and collaboration through peer partnership support while iterating their plan.

Lesson structure (60 minutes)

1. 0–5 min · Starter: “What makes a Swiss layout?” Teacher shows two printed layout examples (good/less-good) and asks students to note what makes them feel ordered (alignment, spacing, hierarchy). Students quick-write 3 observations.

2. 5–15 min · Direct teach: InDesign interface essentials Teacher demonstrates: opening a new document, using the Pages panel, Tools panel basics (selection/text), and how to find/adjust key settings in Document Setup. Students follow with the same actions on their devices, pausing as needed.

3. 15–25 min · Direct teach: A2 document creation Teacher walks through setting up a new A2 document and shows how margins/guides affect layout accuracy. Students create their A2 document and set up initial guides according to the class “Swiss grid starter” template provided by the teacher.

4. 25–35 min · Guided practice: Build the grid system Teacher models columns, rows/baseline guidance (or a structured spacing system if baseline is not used), and explains why Swiss layouts rely on consistent measurement. Students set up their own grid (columns + margins) and test it by placing one placeholder block and scaling it to confirm alignment.

5. 35–45 min · Master page/page structure for consistency Teacher demonstrates using consistent page settings (e.g., master or repeating header/footer areas if your school uses that workflow) so every month page shares the same structure. Students apply the same structure across the required number of calendar pages for their calendar spread.

6. 45–55 min · Peer support troubleshooting (UDL pairing) Teacher assigns stable peer-support pairs (one “builder” and one “checker”) using a checklist: correct A2 size, guides visible, consistent column widths, correct page order/structure, and safe area/margins set. Students complete the checklist and fix one issue per pair, documenting what they changed.

7. 55–60 min · Exit check: “Ready to design” Teacher collects a quick teacher-view screenshot or visual spot-check: grid visible and at least one correctly placed placeholder element aligned to the grid. Students record one sentence: what they will start next lesson (e.g., typography placement, month labels, Matariki icon placement).

Resources

• Adobe InDesign installed on student devices
• Class “Swiss grid starter” handout (A2 size, margins/columns values used by the unit)
• Teacher demonstration slides or printed step cards (no links)
• Checklist for peer support (document setup + grid + page structure)
• Placeholder assets (simple rectangles/blocks and a sample font/style sheet)
• Headphones optional for tutorial audio (if used by school)

Assessment

• Formative checks as students create the A2 document and enable guides/grid (teacher circulates and verifies setup accuracy).
• Peer-check checklist submission during the troubleshooting step (accuracy and clarity of fixes).
• Exit check: teacher spot-check of grid alignment and consistent page structure; students state one next action.

Differentiation

• UDL: Provide layered step cards (basic steps only; then “what to do if…”) and a short “visual memory cue” diagram of the InDesign panels.
• Scaffolding: Offer sentence starters for the exit check (e.g., “Next lesson I will start by… because…”) and a grid overlay example to compare against.
• Support for varying technical experience: Allow students to work from a partially completed template for page structure while they individually build/verify the grid and guides.
• Extension: Students who finish early add an additional Swiss refinement—consistent typographic styles (headline/body) for month names and dates—without starting full content yet.