Student strand

Word Processing

This strand helps students grow from early letter and sentence writing into confident digital authorship. Across the years, they learn to type, edit, format, combine media, organise information, and publish polished work for real audiences.

Y1 Y2 Y3 Y4 Y5 Y6

Year 1

To enter text.

Spark

ClickToReveal

Routine: Zoom In

Zoom in on letters, words, sentences, and colourful text examples. What changes when text becomes longer, clearer, or easier to read?

Content

ExpandingAccordion

Method: Guided explanation

Model how to find letters on the keyboard, type simple words and sentences, and make basic changes to font colour and size. Keep the focus on confidence, accuracy, and understanding that typed text carries meaning.

Plenary

InstantFeedbackQuiz

Task type: Quick check

Students identify letters, words, and sentences, then choose simple formatting changes that improve readability.

Overview

In Year 1, students begin using a keyboard to enter letters, words, and simple sentences. They also start to explore how text can be made clearer and more interesting by changing simple font features.

Achievement pathway

Level 1: Enter individual letters.
Level 2: Type simple words.
Level 3: Type simple sentences.
Level 4: Change font colour and size.

Independent task

Create and save a short sentence using clear text and one simple formatting change.

Year 2

To combine media.

Spark

ClickToReveal

Routine: See, Think, Wonder

Look at simple documents with text and pictures. What makes one easier to understand than another, and how do images help the message?

Content

ExpandingAccordion

Method: Guided explanation

Teach students how to choose basic font styles, highlight and delete words, and place text next to images. Build understanding that a document should be readable, attractive, and suited to its purpose.

Plenary

InstantFeedbackQuiz

Task type: Quick check

Students choose the best example of a clear document and identify useful editing actions such as selecting, deleting, and placing images carefully.

Overview

In Year 2, students begin to see documents as more than text alone. They combine words and images, make simple edits, and start thinking about how a page looks to the reader.

Achievement pathway

Level 1: Select basic font styles.
Level 2: Highlight and delete words.
Level 3: Combine text and images.
Level 4: Evaluate document readability.

Independent task

Design a simple one-page document with a title, short sentence, and matching image.

Year 3

To publish information.

Spark

ClickToReveal

Routine: Zoom In

Zoom in on bold text, italics, spelling suggestions, and poster examples. Which choices help information stand out for a reader?

Content

BeforeAfterSlider

Method: Guided explanation

Model how to use bold and italics for effect, use spellcheck with support, and arrange information clearly for a poster or information page. Encourage students to think about purpose, audience, and visual balance.

Plenary

InstantFeedbackQuiz

Task type: Quick check

Students decide which formatting choices improve communication and which changes make a poster or information page clearer.

Overview

In Year 3, students begin shaping information for an audience. They use emphasis tools, spellcheck support, and clearer page design choices to improve how their message is presented.

Achievement pathway

Level 1: Use bold and italics for effect.
Level 2: Use spellcheck with help.
Level 3: Design a poster for an audience.
Level 4: Improve content appearance.

Independent task

Create an information poster using headings, clear text, and at least one purposeful formatting choice.

Year 4

To format documents.

Spark

ClickToReveal

Routine: See, Think, Wonder

Look at examples of aligned text, image placement, and booklet pages. What makes a document feel organised, attractive, and useful?

Content

ExpandingAccordion

Method: Guided explanation

Teach students how to use alignment tools, search for copyright-free images, and improve work after review. Begin introducing multi-page layouts so they see that longer documents need planning as well as formatting.

Plenary

InstantFeedbackQuiz

Task type: Quick check

Students identify good alignment choices, suitable image use, and examples of editing that improve a finished piece.

Overview

In Year 4, students move beyond basic formatting into more deliberate document design. They begin using alignment tools, selecting suitable images, and editing their work based on feedback.

Achievement pathway

Level 1: Use alignment tools.
Level 2: Find copyright-free images.
Level 3: Edit work based on feedback.
Level 4: Create multi-page booklets.

Independent task

Produce a short booklet page and improve it after peer or teacher feedback.

Year 5

To author reports.

Spark

ClickToReveal

Routine: Zoom In

Zoom in on report pages, headers, footers, and leaflet layouts. What makes these documents feel organised and professional?

Content

BeforeAfterSlider

Method: Guided explanation

Model how to add headers and footers, adjust page layout and margins, and plan structured documents such as reports and trifold leaflets. Encourage students to explain not just what they changed, but why those decisions help the reader.

Plenary

InstantFeedbackQuiz

Task type: Quick check

Students compare layout examples and choose the most effective structure for a report or leaflet.

Overview

In Year 5, students start to produce longer and more structured documents. They use layout tools, headers, footers, and margins to shape work for a reader and justify design choices more clearly.

Achievement pathway

Level 1: Use headers and footers.
Level 2: Use page layout and margins.
Level 3: Create trifold leaflets.
Level 4: Justify design for the reader.

Independent task

Create a structured report or leaflet and explain how your layout choices support the audience.

Year 6

To publish for the web.

Spark

ClickToReveal

Routine: Step Inside

Step inside the role of a digital publisher. What do you need to think about when several people are working on one document and the final result must be clear, original, and ready to share?

Content

ExpandingAccordion

Method: Guided explanation

Teach students to use collaborative documents, apply advanced styles and lists, and work through a full design process from draft to final publication. Encourage thoughtful remixing of media so the final piece feels original, purposeful, and audience-aware.

Plenary

InstantFeedbackQuiz

Task type: Quick check

Students identify good collaborative habits, advanced formatting choices, and design decisions that make digital publishing more effective.

Overview

In Year 6, students use word processing as part of a wider publishing process. They collaborate, apply advanced styles, and combine text and media thoughtfully to create polished final outcomes for real audiences.

Achievement pathway

Level 1: Create collaborative documents.
Level 2: Use advanced styles and lists.
Level 3: Follow a full design process.
Level 4: Remix media for original art.

Independent task

Create a collaborative published piece that uses clear structure, advanced formatting, and original media choices.