DGB 3: Adapting Software to Personal Needs

← Digital Literacy – Year 3

Software is not a fixed environment. Font size, zoom, language, notifications, start pages, toolbars, privacy settings and accessibility features can often be adapted. Good application competence means choosing settings for the task and personal needs and knowing how to reverse changes.

Curriculum reference

Area	Classification
Competence area	Action
Perspectives	T, I
Focus	Adapting software settings to personal needs
Competence	Independently and deliberately adjust software settings for display, operation, notifications, accessibility, privacy and security.

Learning objectives

Students can:

explain why personal software settings can be useful;
find typical settings in operating systems, browsers and office applications;
adjust display, zoom, language and notifications appropriately;
use autocorrect, views and save options deliberately;
use accessibility and input aids where useful;
check privacy and security settings;
organise browser start pages, bookmarks and permissions;
document important settings and restore them when necessary;
compare advantages and disadvantages of different configurations.

Learning content

Why personal settings matter

Different people, devices and tasks require different working environments. Adjustments can improve readability, concentration, accessibility, efficiency and security.

Typical settings areas

Common categories include appearance, language, notifications, permissions, privacy, security, synchronisation, storage, input and accessibility.

Display and readability

Zoom, font size, contrast, dark mode and layout can reduce strain and make information easier to read. Settings should support the task rather than merely follow preference.

Language, sound and notifications

Language choices, sound levels, quiet modes and notification rules affect both usability and concentration. Unnecessary interruptions can often be reduced.

Personalising operation and workflow

Toolbars, start pages, bookmarks, templates, keyboard shortcuts and default applications can speed up repeated work. Too many customisations can also make a system harder to use or support.

Accessibility and assistive functions

Screen magnification, keyboard navigation, text-to-speech, speech input and other features can support different needs and situations.

Privacy and security settings

Browser permissions, camera/microphone access, tracking options, account security and update settings should be checked deliberately rather than accepted without review.

Checking, documenting and revising settings

Changes should be tested and, when important, documented. Knowing how to reset settings or return to defaults prevents experiments from becoming permanent problems.

Classroom activities

Explore settings areas

Find and categorise settings in a browser, office application or approved device.

Expected outcome: A settings map.

Create a personal work profile

Adjust display, language, notifications and workflow for a defined school task.

Expected outcome: A documented profile.

Improve readability

Compare default and adapted display settings and explain the difference.

Expected outcome: A justified configuration.

Control notifications

Design a notification setup for focused work and communication.

Expected outcome: A focus plan.

Test accessibility features

Try approved accessibility options and explain who could benefit.

Expected outcome: A feature report.

Review privacy and security

Check permissions and security-related options in a safe practice environment.

Expected outcome: A settings checklist.

Organise a browser

Set useful start pages, bookmarks and site permissions for school research.

Expected outcome: An organised browser setup.

Explore an unfamiliar program

Use menus, help and settings to adapt a program without step-by-step instructions.

Expected outcome: A short exploration log.

Document a software setup

Record key settings so another user could reproduce them.

Expected outcome: A setup guide.

Undo and optimise settings

Return selected changes to default and then choose a better configuration.

Expected outcome: A before/after comparison.

Reflect on personalisation

Explain which settings are personal preference and which improve safety or accessibility for many users.

Expected outcome: A reasoned reflection.

Self-check

I can find important software settings independently.
I can adapt display, notifications and workflow.
I can use accessibility features where appropriate.
I review privacy and security settings.
I can document and reverse changes.
I can explain why one configuration may not suit every user.