DGB 1: Texts and Presentations

← Digital Literacy – Year 1

Word processors and presentation programs help students create, structure and format digital content. Good design begins with a clear structure and supports the content rather than replacing it.

Curriculum reference

Area	Classification
Competence area	Production
Focus	Structuring and formatting texts and presentations individually and collaboratively
Competence	Structure and format texts and presentations individually and collaboratively, including images, graphics and other objects.

Learning objectives

Students can:

structure texts using titles, headings, paragraphs and lists;
use basic character and paragraph formatting deliberately;
distinguish content from design and use formatting sparingly;
insert images and tables into documents and position them meaningfully;
save documents with understandable filenames and export them as PDF when required;
create presentations with a clear slide structure and readable content;
use images, graphics and charts appropriately in presentations;
recognise and improve overloaded slides;
collaborate on documents or presentations and use comments and sharing functions;
provide traceable references for information and images taken from other sources.

Learning content

What is word processing for?

Word-processing programs are used to create, edit, structure and format text. Typical products include reports, letters, minutes, worksheets and information sheets.

A good document is first organised by content and then designed appropriately. Formatting can make structure visible, but it cannot replace a logical structure.

Structuring documents

Longer text becomes easier to read when it uses a title, headings, paragraphs and lists. If the program provides heading styles or style templates, these should be used instead of simply making text larger by hand.

White space should be created using paragraph and layout functions, not by entering many spaces or repeatedly pressing the Enter key. This keeps the document more stable and easier to revise.

Basic formatting in Word or Writer

Important tools include font and font size, bold and italic text, alignment, bullet and numbered lists and paragraph spacing.

A small number of consistent formats is usually better than many different fonts and colours. Emphasis should have a purpose rather than being applied randomly.

Images, tables and other objects

Images can illustrate information. They should support the message, be large enough to understand and not be distorted. A caption or source reference may be required.

Tables are suitable for structured information, not as a substitute for arbitrary page layout. Charts from spreadsheets can be included when they help communicate the information.

Saving, filenames and PDF

Documents should be saved regularly while working. A meaningful filename makes a file easier to find and submit. Before overwriting an important version, Save As can be used to create a new version.

PDF is often suitable for sharing a finished version because the layout usually remains more stable on other devices. The editable original should still be kept when later changes may be needed.

Planning presentations

A presentation supports a talk; it does not replace the speaker. Before designing slides, plan a simple structure: an introduction, a small number of main points and a conclusion.

Each slide should have a clear purpose. Its heading and key message should be easy to identify. Long paragraphs are usually better explained orally than copied in full onto a slide.

Designing clear slides

Readable text, sufficient contrast, consistent layouts and suitable images are more important than many animations. Text should be concise and readable from a normal viewing distance.

Images, graphics and charts need enough space. Decoration should not cover the message. Animations and transitions should be used sparingly and only when they serve a purpose.

Working together

Cloud-based text and presentation tools can support collaborative editing. Comments, sharing settings and version histories help with feedback and coordination.

Before starting, agree who is responsible for which sections and who checks the final version. This helps a shared product remain consistent.

Sources and content created by others

Text, images and graphics from the internet must not simply be presented as one's own work. Sources used for school work should be identified clearly and usage rights should be respected.

Writing information in one's own words also supports understanding. Copying text without processing it often produces unsuitable or poorly understood work.

Classroom activities

Create an information sheet in Word or Writer

A short factual text is turned into a clear one-page document.

Task: Use a title, headings, paragraphs, a list and one suitable image. Keep formatting consistent and save the file with a meaningful name.

Improve a poorly formatted document

Task: Correct a prepared document containing inconsistent fonts, excessive spacing and unclear structure. Use proper headings and paragraph formatting.

Five-slide presentation

A small classroom topic is prepared as a short presentation.

Task: Create a title slide, three content slides and a final slide. Use concise text and at least one meaningful image or chart. State the sources used.

Expected outcome: A readable mini-presentation with a clear content structure.

Collaborative editing

Task: Work on a shared document or presentation in a suitable school environment. Divide responsibilities, use comments for feedback and check the final version together.

Self-check

I can structure a document with headings, paragraphs and lists.
I use formatting consistently and purposefully.
I can include images and tables appropriately.
I can save documents sensibly and export a PDF when needed.
I can design clear presentation slides.
I can collaborate on a document and cite sources.