Digital Skills Integration

Overview

Lesson 5 (of 6) focuses on combining digital elements into one cohesive digital portfolio. Students will practice how to import and export files and manage their folders effectively while integrating work from Word, Excel, and PowerPoint into a single project.

Learning intentions

• Students will integrate digital work from multiple apps into one portfolio project.
• Students will import content into a new file and export/share it in an appropriate format.
• Students will apply effective file management (naming, saving in the correct folder, version control).
• Students will explain why good file management helps others and helps them avoid losing work.

Success criteria

• I can combine elements from Word, Excel, and PowerPoint into one final portfolio.
• I can import or insert content correctly and check it looks right in the combined project.
• I can save my work in the correct folder using a clear file name.
• I can export my project and confirm the exported file opens correctly.

Curriculum links

• Design: generate, develop, model and communicate ideas through prototypes and structured communication of concepts.
• Technical knowledge: apply understanding of strengthening and reinforcing when making more complex structures (used here as “build in robustness” to digital work—check formatting, layout, and file links).
• Design: apply understanding of how to program, monitor and control products (transfer idea here: using reliable processes and checks to “control” the workflow).
• Subject content: work in relevant contexts by building a portfolio for school use and sharing digitally.

Lesson structure (60 minutes)

1. 0–5 min · Retrieval and focus. Teacher shows a completed example portfolio (safely blurred/teacher-made) and asks what makes it “one complete project”; students quick-jot answers in notebooks.
2. 5–15 min · Model: file management steps. Teacher demonstrates: creating/using the correct folder, naming files, saving, and exporting; students follow along on one practice document and complete a “checklist” tick sheet.

• Model dyslexia-friendly: teacher reads steps aloud; students highlight key verbs (save, name, import, export).

3. 15–25 min · Direct teaching: combining elements. Teacher demonstrates importing Word text/images, inserting an Excel chart/screenshot, and adding a PowerPoint slide or summary element into one portfolio file (or one chosen format your class uses). Students identify which portfolio sections they will add today.
4. 25–45 min · Main build: student portfolio integration. Teacher releases students to combine their own prior work: students import/insert the planned elements, adjust layout, and run a “consistency check” (headings, alignment, readability, and accurate charts).

• Teacher circulates with a “workflow coach” script: “Show me your folder. What’s your file name? How did you import that content? What will you export?”

5. 45–55 min · Export and test. Teacher demonstrates exporting to the required format (e.g., PDF or the class’s portfolio format) and students export, then open the exported file on the device or peer device to confirm it works.
6. 55–60 min · Share and exit reflection. Students submit/export confirmation and complete a 2-question exit: “What did you import?” and “How did you manage your files so nothing was lost?”

Resources

• Student devices with required apps (Word, Excel, PowerPoint or class equivalents)
• Starter portfolio template (teacher-provided file/folder structure)
• Example “finished” portfolio (teacher-made)
• Checklist printouts: save/name/import/export and “test exported file”
• Dyslexia-friendly reading strip or enlarged instructions (optional)
• Peer sharing stations or quick-pair access for exported-file testing
• USB/drive or school platform access for submission (as per school policy)

Assessment

• Teacher checks folder structure, naming conventions, and whether students saved updates to the correct file during the build phase.
• Teacher observes imports/inserts: students can point to what came from Word, Excel, and PowerPoint and verify it appears correctly.
• Exit reflection: students answer “what imported” and “how files were managed”; teacher uses this to target next lesson.

Differentiation

• Provide scaffolded checklist with sentence starters: “I imported…”, “I saved as…”, “I exported to…”.
• Offer dyslexia-friendly reading options: teacher reads instructions aloud; provide simplified step cards with icons (Save, Name, Import, Export).
• Use mixed-ability pairs for file-management modelling: one “workflow lead” and one “content lead,” rotating after 10 minutes.
• Target support group: students who need it receive a timed, step-by-step “portfolio build” sheet with screenshots cues for where to insert each element.
• For learners needing challenge: require optimisation of the portfolio presentation (e.g., consistent titles, improved chart readability, adding a brief slide note, or refining layout and spacing).
• Extension for advanced students (if appropriate within time): add an extra integrated element from another source they created earlier in the unit, and justify one improvement using the checklist (e.g., better naming, clearer chart labelling, or improved export testing).