Becoming a Digital Organiser

Overview

Students learn why good file organisation matters and how to manage folders efficiently. This lesson builds the “design and make” habit of planning how a digital project is structured before saving and creating resources.

Learning intentions

• WALT: Understand the importance of file organisation in digital projects.
• WALT: Navigate File Explorer confidently (open, locate, and view folders).
• WALT: Create a clear project folder and appropriate subfolders.
• WALT: Save and move files correctly so they can be found later.

Success criteria

• I can open File Explorer and locate the correct drive/folder.
• I can create a main project folder with a clear, sensible name.
• I can create subfolders (e.g., Images, Documents, Drafts) to match the project needs.
• I can correctly save new items into the right subfolder.

Curriculum links

• When designing and making (KS2) — Technical knowledge: apply understanding to program, monitor and control products (treated here as applying computing ideas to manage and organise digital outcomes).
• Design and Technology KS2 subject content: engage in an iterative process of designing and making by planning the project structure before creating files.
• KS2 subject content: work in relevant contexts (home/school/leisure) by organising a project used across lessons.

Lesson structure (60 minutes)

1. 0–7 min · Hook & discussion. Teacher shows two examples (teacher-prepared screenshots or paper versions): one well-organised folder structure and one messy structure; students discuss “Which would save time and why?” Students write a quick “time-saving” reason for each example.

2. 7–15 min · Direct teach: File Explorer basics. Teacher demonstrates: opening File Explorer, changing views, using the address bar/back button, and creating a new folder. Students follow along on their devices, practising: open File Explorer → find the class workspace → create a folder called “DigitalSkills_Y5_[your name]”.

3. 15–23 min · Model good organisation. Teacher models naming conventions (clear, short, consistent), and creates subfolders for the current project (e.g., Images, Documents, Drafts, Final, Progress Evidence). Students label their own subfolders using the same set, then check they match the teacher’s model.

4. 23–35 min · Practical task: build a project folder. Teacher circulates with a checklist, giving quick prompts: “Is your folder name clear?” “Are files going to the right subfolder?” Students move provided files (or teacher-made placeholders) into the correct subfolders and create one “Drafts” file placeholder for the next task.

5. 35–42 min · Quick review & fixes. Teacher leads a “spot-check”: students look at a partner’s folder structure (using a simple rubric) and suggest one improvement. Students revise their folder structure if needed, ensuring every item is in the correct place.

6. 42–52 min · Introduction to Microsoft Teams.
   Teacher introduces Microsoft Teams as a digital organiser tool used in schools and workplaces.

• Overview of key features: chat, file sharing, assignments, and calendar integration.
• Benefits: centralised communication, easy file access, and collaboration.
• Tips for effective use: keeping channels organised, naming files clearly, and using notifications wisely.
  Students explore a demo Teams environment or screenshots to familiarise themselves with the interface.

7. 52–60 min · Exit ticket. Teacher asks three questions and students answer independently:

• “What is the benefit of subfolders?”
• “How will you decide where a new file should go?”
• “Name one folder you created and its purpose.”

Resources

• Laptops/tablets with student accounts
• File Explorer demo screenshots (or teacher screen-share)
• A prepared “Class Workspace” location for students to save into
• Student handout: folder names and purposes (printed and available digitally)
• Checklist/rubric for folder structure (teacher and peer version)
• Dyslexia-friendly reading option: simplified checklist (short sentences + icons)
• Timer for practical task pacing
• Teacher-provided example files/placeholders to sort
• Project folder naming template card for support

Assessment

• Formative during modelling and practice: teacher checklist of folder creation and correct saving location.
• Peer assessment at 45–53 minutes: one “good feature” + one “improvement suggestion.”
• Exit ticket responses to confirm understanding of purpose and decision-making.

Differentiation

• Support: visual guides showing exact folder hierarchy; sentence starters for choosing where files go (e.g., “I will save this in ___ because…”).
• Support for dyslexia: dyslexia-friendly checklist with icons/colour-coding; allow reading aloud by a buddy or teacher; reduce reading load by using a shorter printed prompt.
• Partner support: pair students strategically (buddy system with a “folder-check” role).
• Challenge/extension: advanced students create an additional subfolder layer (e.g., Images → Photos / Diagrams, Documents → Planning / Research) and include a “Progress Evidence” folder with at least two draft entries.
• Additional scaffold: provide a “copy the structure” template for students who need step-by-step reminders.

Success criteria for the lesson (for students to use)

• I can create a main project folder and name it clearly.
• I can create subfolders and use them to organise my files.
• I can save/move items into the correct folder so they’re easy to find later.