Word Expert

Overview

This lesson continues the “Digital Skills for the Future” unit and focuses on using Word to format a leaflet professionally. Students will practise headings, images, and tables, applying formatting choices to meet clear requirements in an iterative design process.

Learning intentions

• Students will be able to format text in Word using styles/consistent headings.
• Students will be able to insert and format an image appropriately for a document layout.
• Students will be able to create and edit a table to organise information clearly.
• Students will be able to use an iterative check (peer editing) to improve their leaflet design.

Success criteria

• I can use consistent headings (style or formatting) for each section of my leaflet.
• I can add and position an image so it supports the information and fits the layout.
• I can use a table to present details neatly and keep alignment readable.
• I can check my work against a leaflet checklist and make improvements after feedback.

Curriculum links

• Design: generate, develop, model and communicate ideas through discussion and prototypes.
• Technical knowledge: apply understanding of how to strengthen, stiffen and reinforce more complex structures (using layout structure as a “digital structure” to improve clarity).
• Subject content (KS2): iterative designing and making through repeated improvements.
• Applying computing to monitor and control products (use Word tools and formatting controls to achieve the intended output reliably).

Lesson structure (60 minutes)

1. 0–5 min · Starter (model). Teacher shows a finished charity-event leaflet and a “messy” version, highlighting issues (inconsistent headings, mis-sized image, unclear spacing). Students turn-and-talk: What looks professional and what needs fixing?
2. 5–15 min · Mini-teach (how-to). Teacher demonstrates three Word skills on the projector:

• Setting consistent headings (using styles or repeated formatting rules)
• Inserting an image and resizing/cropping so it doesn’t distort
• Inserting a table and editing cell spacing/alignment for readability Students annotate a checklist sheet: “I will do this in my leaflet.”

3. 15–28 min · Plan-to-prototype (set up leaflet). Teacher distributes leaflet templates with required sections (e.g., title/heading, event details, short description, image area, table for dates/locations). Students create or update their Word document to match the template structure, ensuring headings are consistent and placeholders are replaced.
4. 28–40 min · Build (table + image focus). Teacher circulates with “formatting prompts” (e.g., “Is the image supporting the message?” “Does your table make reading easier?”). Students refine: insert/format the image, then create/adjust a table for key details, aligning text and using clear spacing.
5. 40–50 min · Peer editing (pair work). Teacher pairs students for peer editing using a simple checklist (headings consistent, image fits, table is readable, overall layout easy to scan). Students swap devices/books: give one kind comment and one specific improvement suggestion, then record one change they will make.
6. 50–57 min · Improve (final pass). Teacher gives a short reminder: changes must be purposeful (not random). Students apply at least one feedback-driven improvement and quickly re-check against the success criteria.
7. 57–60 min · Exit ticket. Students submit/hand in and answer: “One formatting choice I made well is… One thing I will improve next time is…”

Resources

• Word document leaflet template (one per student or shared editable template)
• Projector/interactive board demonstration file
• Charity event brief sheet (sections required + information to include)
• Peer editing checklist with tick boxes
• Dyslexia-friendly reading copies of the brief (larger font, reduced text per line)
• Image set for insertion (teacher-provided) with clear permissions/usage within class
• Student device/computers with Word installed
• Timer for build and peer editing phases
• Extension challenge cards (optional for advanced learners during independent work)

Assessment

• Formative teacher checks during mini-teach and circulation: headings consistency, image size/cropping, table readability.
• Peer assessment using the checklist: identify one success and one actionable improvement.
• Exit ticket: confirms which formatting strategies students can name and apply.

Differentiation

• Pair students for peer editing so support comes from both teacher model and a peer partner; allow students to choose a “feedback buddy” if helpful.
• Provide dyslexia-friendly reading options: larger font brief, reduced line length, and a short version of requirements with icons (heading, image, table).
• Sentence starters for feedback: “Your headings are…, so the reader can…”, “Try making the image…”, “Your table would be clearer if…”
• Scaffold for SEN: offer a pre-built table and guided sizing/cropping steps; provide a “check your layout” reminder strip (4 icons).
• Support for EAL: provide the required sections list with simple model phrases (e.g., “Event details:”, “Where:”, “When:”).
• Advanced learners: encourage experimenting with more complex formatting (e.g., multiple heading levels, consistent margins, refined table styling, careful use of white space, and optional colour choices that remain readable).

Differentiation (extension—integrated, no extra time)

• Advanced learners trial an additional layout feature: a second table column style or a more visually balanced image placement, then justify the change in one sentence on the checklist.