Microsoft Word: Create clear, accessible and professional documents

Accessible summary

What this session covers

This foundational session explains how to create Word documents that are clear, structured, accessible and easier to review. It starts with audience and purpose, then uses Word features to organise, navigate, update, collaborate on and check the document before sharing.

• starting with the audience, purpose and required action
• using built-in heading styles and list commands for genuine structure
• navigating and reorganising longer documents
• making controlled updates with Find and Replace
• using templates, links and references consistently
• choosing comments or Track Changes for different review needs
• using Editor, Accessibility Checker and human judgement before sharing

Making the session work for you

The session is delivered through a Microsoft Teams webinar using PowerPoint Live. You can personalise how you follow and take part. The session is recorded, and you can watch rather than follow along unless the trainer asks you to try something.

• use live captions or translation from the three-dots menu
• choose a view that gives you the clearest layout
• use the presentation slider to zoom in or out
• keep your camera and microphone off unless you are invited to use them
• use Q&A for questions and keep chat closed when you are not typing
• use reactions or another participation route if that works better for you
• share respectful feedback and use the key links provided in chat

Everyone can build confidence

These sessions are for everyone, whatever your starting point. You do not need to remember every command. The aim is to understand a dependable document journey from defining the purpose to checking the finished result.

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Key concepts

The challenge

The challenge visual brings together four issues. An unstructured draft makes readers work out the hierarchy for themselves. Manual formatting creates inconsistency. Longer documents need dependable navigation and update routes. Comments, proposed edits and accessibility issues need a controlled review process rather than competing copies.

Your route through the session

The route graphic presents five connected stages.

• set the purpose
• create the structure
• navigate and update
• review with others
• check clarity and access

Start with audience and purpose

Decide what the document needs to achieve before formatting the page. Word features should support the reader and the intended action rather than decorate the first draft.

• identify who needs to use the document and what they need to do with it
• decide which information is essential, supporting or reference material
• choose a tone and level of detail that fit the reader and decision
• select features and formatting that support the purpose

Find Word’s core working areas

The workspace visual identifies the main areas used for writing, navigation and review.

• the ribbon groups commands into task-focused tabs
• the document canvas is where content is written and structured
• the Navigation pane and other panes keep supporting tools visible beside the document
• the status bar and views help you understand position, scale and document context

Use headings for real structure

Built-in heading styles create semantic structure as well as a consistent visual treatment. Making text larger or bold changes its appearance but does not create a heading that Word and assistive technology can use.

• use Heading 1 for the document title
• use Heading 2 and Heading 3 to create a logical hierarchy below the title
• keep heading levels meaningful rather than choosing them for their appearance
• use styles so navigation, accessibility and later updates rely on genuine structure

Use lists for related items

Use Word’s list commands so the relationship between items is available as structure, not only as visual symbols or line breaks.

• use bullets when order does not affect meaning
• use numbering when sequence, priority or reference matters
• keep list items parallel so readers can scan and compare them
• avoid manually typing symbols or numbers to imitate a list

Navigate with meaningful headings

The Navigation pane turns genuine heading structure into a working map. Headings appear as a clickable outline, allowing people to move directly to a section and review whether the hierarchy makes sense.

• open the Navigation pane and select Headings
• select a heading to move to that section
• drag a heading to move the section and its content
• use the outline to notice missing levels or unclear structure
• remember that meaningful headings also support screen-reader navigation

Distinguish structure from appearance

The comparison visual explains what Word can recognise and use.

• heading style changes structure and appearance, supporting navigation and accessibility
• manual bold and size change appearance only, so the text may look like a heading without having a hierarchy
• a list command adds list structure and numbering, helping related items remain consistent

Make controlled text updates

Find and Replace supports repeated changes across longer content, but each change still needs context and judgement.

• use Find to locate a word, phrase or formatting clue without scrolling
• use Replace when the required wording is consistent
• review matches before a global replacement changes meaning or context
• use specific search terms so the update remains proportionate and predictable

Reuse a suitable document structure

A template can provide an agreed starting point for recurring documents. Reuse the structure while checking that every section remains relevant to the current audience and purpose.

• choose page layout settings that support the content and expected reading method
• use styles to keep headings, body text and lists consistent
• remove or adapt sections that do not serve the current document
• treat the template as a starting structure rather than a substitute for review

Connect readers to supporting information

References should help readers understand where a link goes and why a source matters.

• use meaningful link text that explains the destination out of context
• use a citation when source and attribution matter to the document purpose
• keep the reference method consistent so readers know how to follow it

Discuss without changing agreed text

Comments support focused discussion while leaving the current document wording unchanged.

• select the relevant passage so the comment retains its context
• write a focused question or request rather than a general reaction
• use an @mention when a named person needs to respond or contribute
• reply and resolve the thread when the discussion reaches an outcome

Keep proposed edits visible

Track Changes creates a review trail by keeping proposed insertions and deletions visible instead of silently replacing the text.

• move through each change and consider its effect
• accept or reject each change intentionally
• combine a tracked change with a comment when the reason needs explanation
• finish the review rather than leaving unresolved proposed edits in the shared version

Choose comments or Track Changes

The review-choice visual matches each tool to a different need.

• use a comment to ask, explain or discuss without editing the text
• use Track Changes to propose a specific addition, deletion or replacement
• use both when the proposed edit needs context or a decision
• complete the review by resolving comments and accepting or rejecting changes

Check clarity and accessibility

Editor and Accessibility Checker can identify possible improvements, but automated checks cannot confirm whether the document’s meaning, tone, heading structure or alternative text is genuinely useful.

• use Editor to consider spelling, grammar and clarity suggestions
• use Accessibility Checker to identify potential barriers
• review meaningful headings and their levels
• try navigating the document using its heading structure
• review the original document as a reader and fix selected issues before sharing

Choose the right review tool

The comparison visual matches Word tools to their main purpose.

• Navigation pane: moving through heading structure
• Find and Replace: controlled repeated updates
• Comments: discussion and focused questions
• Track Changes: visible proposed edits
• Editor: spelling, grammar and clarity suggestions
• Accessibility Checker: identifying potential access barriers

Choose useful reading and writing support

Word provides optional support tools that can help people work with the same document in different ways. The individual chooses which route is useful for the task and situation.

• Immersive Reader changes the reading experience without rewriting the source
• Read Aloud provides a listening route and may help identify awkward wording
• Dictate supports drafting when speech is a more workable input method

What the visuals and demonstrations showed

The visual sequence followed the document from purpose through structure, navigation, collaboration and checking.

• identifying the audience, purpose and required action
• recognising the ribbon, document canvas, panes and status bar
• applying genuine heading styles and watching the Navigation pane update
• using list commands rather than manually typed symbols
• moving through and reorganising sections with the Navigation pane
• comparing semantic structure with appearance-only formatting
• using Find and Replace for controlled updates
• starting from a reusable structure while reviewing relevance
• using meaningful links and consistent references
• choosing comments or Track Changes according to the review need
• running Editor and Accessibility Checker, then applying human judgement
• using Immersive Reader, Read Aloud or Dictate as optional support

Key takeaways

• use built-in heading styles and list commands so structure is real
• use the Navigation pane to review and move through longer documents
• use comments for discussion and Track Changes for a formal edit trail
• run Accessibility Checker and review the result yourself before sharing
• start with the audience and purpose rather than formatting the page first

A clear document journey

• define the audience and purpose
• organise content with genuine headings and lists
• use Navigation and Find to move through and update longer content
• use references, comments and Track Changes for controlled collaboration
• use Editor, Accessibility Checker and human review before sharing

Actions you can take

Try the tip of the month

This session’s tip: open the Navigation pane to see your document’s structure and jump to any section

How to do it: select View and then Navigation Pane, or press Ctrl + F. Select Headings to list headings that use built-in styles. Select a heading to jump to it, or drag it to move the section

Why it matters: the headings shown in the pane are the structure assistive technology can use to move through the document

Try it now: apply Heading 2 to one section title and check that it appears in the pane

Build confidence with one practical route

• choose one existing Word document with several sections
• identify its audience, purpose and required action
• apply built-in heading styles in a logical hierarchy
• replace any manually typed visual lists with Word list commands
• open the Navigation pane and check the outline
• use one meaningful hyperlink where supporting information is needed
• choose comments or Track Changes for one review task
• run Accessibility Checker and review each selected issue in context
• read the document once as a user before sharing

Questions and feedback

Questions are welcome. If something is unclear, ask for it to be explained another way or demonstrated again. Feedback helps WeChange.AI understand what matters to you.

Complete the Support and Skilling Week feedback form

Contact WeChange.AI

For skilling queries, email training@wechange.ai.

Andrew Boxall, Managing Director: andrew@wechange.ai

Paul Ford, Industry Director for Education and Philanthropies: paul@wechange.ai

Josh Wilson, Industry Specialist: josh@wechange.ai

Elle Avilla, Customer Success and Delivery Skilling Lead: elle@wechange.ai

Izzy Pochin, Resources and Accessibility Lead: izzy@wechange.ai

Activity sheet

Follow one connected journey from defining the reader and purpose through to creating structure, reviewing changes and checking the document before sharing.

How to use this activity sheet

This sheet supports Session 9: Microsoft Word. Use it after the live session, or follow selected steps while your trainer demonstrates document structure, navigation, controlled review and accessibility checks.

• work at your own pace and pause after each activity
• use a new practice document or non-sensitive example content
• save a separate practice copy before making substantial changes
• your screen may differ between Word on the web and the desktop application
• keyboard shortcuts and support tools are optional alternatives, not requirements

What you will achieve

• identify the audience, purpose and essential information before formatting
• recognise the ribbon, document canvas, panes, status bar and document views
• apply genuine Heading 1, Heading 2 and Heading 3 styles in a logical hierarchy
• use built-in bullets and numbering for related items
• use the Navigation pane and Find and Replace to move through and update longer content
• add meaningful links and consistent references
• choose between comments and Track Changes for review
• use Editor and Accessibility Checker alongside human review
• explore Immersive Reader, Read Aloud and Dictate as optional support tools

Your learning route

Stage	You will practise
1. Set the purpose	audience, action and essential information
2. Create structure	heading styles and genuine lists
3. Navigate and update	Navigation pane, Find and Replace
4. Connect information	meaningful links and references
5. Review with others	comments and Track Changes
6. Check clarity and access	Editor, Accessibility Checker and human review
7. Use support tools	Immersive Reader, Read Aloud and Dictate
8. Bring it together	move from purpose to a checked result

Before you start

• open Word and create a blank practice document
• save it with a clear practice filename
• prepare a short unstructured draft with a title, two sections and a list
• avoid using personal, confidential or sensitive information
• allow about 45 to 60 minutes, or complete one activity at a time

Notice: Some features and locations differ between Word on the web and the desktop application. Work with the version provided by your organisation and note any option you cannot see.

Activity 1: Start with audience and purpose

Outcome: Decide what the document must help the reader understand or do before formatting the page.

1. Name the intended reader or audience.
2. Write the action, decision or understanding the document should support.
3. Separate essential information from supporting or reference material.
4. Choose a tone and level of detail that suit the reader and purpose.
5. Remove one detail that does not help the intended outcome.

Planning question	Your answer
Who needs to use this document?
What should they understand or do?
What information is essential?
What is supporting or reference material?
What tone and detail are appropriate?

Pause and check

• I can state the document purpose in one sentence
• I know which information is essential
• formatting choices will support the reader rather than decorate the draft

Activity 2: Find Word’s core working areas

Outcome: Recognise the main areas used for writing, navigation and review.

6. Find the ribbon and identify tabs such as Home, Insert, Review and View.
7. Select the document canvas and type one practice sentence.
8. Find the status bar and notice available page, word, view or zoom information.
9. Open the View tab and identify the available document views.
10. Open and close a supporting pane, such as Navigation, without closing the document.

Word area	What it supports
ribbon	commands grouped into task-focused tabs
document canvas	writing and structuring content
Navigation and other panes	keeping supporting tools beside the document
status bar and views	understanding position, scale and document context

The area I would use to: ____________________________________________________________________

The route I would repeat: ____________________________________________________________________

Pause and check

• I can identify the ribbon and document canvas
• I can open a pane and return to the document
• I understand that changing a view does not rewrite the content

Activity 3: Use headings for genuine structure

Outcome: Apply built-in styles so the document has a logical hierarchy that Word and assistive technology can recognise.

11. Select the document title and apply Heading 1.
12. Select the first main section title and apply Heading 2.
13. Select a subsection title and apply Heading 3.
14. Check that each heading describes the content that follows.
15. Review the order and correct any skipped or illogical level.

Level	Use it for	Your example
Heading 1	the document title
Heading 2	main sections below the title
Heading 3	subsections within a Heading 2 section

Notice: Making text large or bold changes appearance only. A built-in heading style carries structure as well as a consistent visual treatment.

Pause and check

• I used built-in heading styles
• the hierarchy is logical
• the headings are meaningful out of context

Activity 4: Use genuine lists for related items

Outcome: Create a list that Word and readers can recognise consistently.

16. Select three related practice items.
17. Use Bullets when the order does not affect the meaning.
18. Create a second practice list and use Numbering when sequence, priority or reference matters.
19. Keep each list item grammatically parallel.
20. Remove any manually typed bullet symbols or numbers that duplicate the list command.

List type	Use it when	Your example
bullets	order does not affect meaning
numbering	sequence, priority or reference matters

Pause and check

• I used Word’s list commands
• the list type matches the meaning
• items are easy to scan and compare

Activity 5: Navigate using the document structure

Outcome: Use the Navigation pane as a working map for a longer document.

21. Select View, then open the Navigation pane, or use Ctrl + F.
22. Select Headings in the pane.
23. Check that each genuine heading appears.
24. Select a heading to move directly to that section.
25. Drag a practice heading to a new position and notice that its section content moves with it.
26. Use Undo if you do not want to keep the move.
27. Check whether the pane reveals a missing or illogical heading level.

A heading that appeared in the pane: ____________________________________________________________________

A structural issue I noticed: ____________________________________________________________________

Notice: The Navigation pane lists genuine heading styles. Text that only looks like a heading because of manual size or bold formatting will not behave in the same way.

Pause and check

• I can jump to a section from the pane
• I can recognise missing or illogical levels
• I understand the difference between structure and appearance

Activity 6: Make controlled text updates

Outcome: Use Find and Replace proportionately and review matches before changing repeated wording.

28. Open Find and search for one specific word or phrase.
29. Use the results to move through each match.
30. Open Replace and enter a safe replacement.
31. Use Replace for one match and check the surrounding sentence.
32. Review the remaining matches before choosing Replace All.
33. Undo the practice replacement if it should not remain.

Update check	Your note
search term
replacement
number or location of relevant matches
context that needs checking
whether Replace All is safe

Pause and check

• I used a specific search term
• I reviewed context before a global replacement
• I can undo a practice change

Activity 7: Reuse a suitable document structure

Outcome: Use a template and styles as an agreed starting point while checking that every section still serves the reader.

34. Open a suitable approved template or review the practice document structure.
35. Identify the title, heading, body text and list styles.
36. Check that the page layout supports the content and expected reading method.
37. Remove or rename a practice section that does not fit the current audience.
38. Add a required section using the existing style pattern.
39. Review consistency rather than manually formatting each item.
40. Always run Accessibility Checker before sharing.

The reusable structure: ____________________________________________________________________

The section I changed and why: ____________________________________________________________________

Pause and check

• the structure suits the current audience
• styles are used consistently
• I did not retain a section only because it existed in the template

Activity 8: Connect readers to supporting information

Outcome: Add a meaningful link and use references consistently.

41. Select words that describe the destination, such as View the accessibility guidance.
42. Insert a safe practice hyperlink.
43. Read the link text without the surrounding sentence and check that the destination is still clear.
44. Avoid using a full web address or vague wording such as click here as the visible link text.
45. If attribution matters, add a practice citation or reference using the method required by your organisation.
46. Use the same reference pattern throughout the document.

Reference check	Your example
meaningful link text
destination
why the source matters
reference method used

Pause and check

• the link text explains its destination
• the reference method is consistent
• the supporting information serves the document purpose

Activity 9: Choose comments or Track Changes

Outcome: Match the review tool to discussion or a specific proposed edit.

Tool	Use it for	Practice action
comment	a question, explanation or discussion without editing the text	select a passage and add a focused question
Track Changes	a visible addition, deletion or replacement	turn tracking on and make one small edit
both	a proposed edit that also needs context or a decision	add a comment beside the tracked change

47. Select a relevant practice passage and add a focused comment.
48. Use an @mention only if a named person genuinely needs to respond and your organisation permits it.
49. Turn on Track Changes.
50. Make one small insertion and one deletion.
51. Move through the visible changes.
52. Accept or reject each practice change intentionally.
53. Reply to or resolve the comment when the discussion has reached an outcome.
54. Turn off Track Changes when the planned review is complete.

The comment or question: ____________________________________________________________________

The proposed edit: ____________________________________________________________________

The final decision: ____________________________________________________________________

Pause and check

• I used a comment for discussion
• I used Track Changes for a specific edit
• I completed the review rather than leaving unresolved items

Activity 10: Check clarity and accessibility

Outcome: Use built-in checks as prompts, then apply human judgement before sharing.

55. Open Editor and review a spelling, grammar or clarity suggestion.
56. Decide whether the suggestion improves the meaning and tone before applying it.
57. Open Accessibility Checker.
58. Review each identified issue and the explanation provided.
59. Check the heading levels in the Navigation pane.
60. Review meaningful link text, list structure and any alternative text.
61. Read the document as the intended reader, or use an available assistive route.
62. Fix selected issues and run the checks again.

Review area	Your finding	Action taken
Editor suggestion
heading structure
lists
links or references
images and alternative text, if present
Accessibility Checker issue
human review of meaning and tone

Notice: Automated checks can identify potential issues, but they cannot confirm that meaning, tone, structure or alternative text is genuinely useful for the intended reader.

Pause and check

• I considered suggestions rather than accepting them automatically
• I checked the original document as well as the checker
• I reviewed the document from the reader’s perspective

Activity 11: Explore reading and writing support

Outcome: Try an optional support tool and decide whether it helps with the current task.

Support tool	Use it for
Immersive Reader	changing the reading experience without rewriting the source
Read Aloud	hearing wording and noticing awkward sentences
Dictate	drafting when speech is a more workable input method

63. Open one available support tool.
64. Use a short section of safe practice text.
65. Notice what changes in the reading or writing experience.
66. Decide whether the tool supports this task and situation.
67. Close the tool and check that the document content remains as intended.

The tool I tried: ____________________________________________________________________

What helped or did not help: ____________________________________________________________________

Pause and check

• I chose the support tool for a purpose
• I checked the resulting content
• I understand that different people may choose different support

Put it into practice: move from purpose to a checked result

Scenario: A service team has drafted a two-page guidance document. It contains large bold section titles, manually typed bullets, inconsistent terminology and comments from two reviewers. It needs to be clear, accessible and ready to share.

• confirm the audience, purpose and action the guidance must support
• apply genuine Heading 1, Heading 2 and Heading 3 styles
• replace manually typed symbols with genuine lists
• use the Navigation pane to review the hierarchy
• use Find and Replace for a controlled terminology update
• turn vague web addresses into meaningful link text
• resolve comments and accept or reject tracked changes intentionally
• run Editor and Accessibility Checker
• complete a final human review before sharing

The intended reader and purpose: ____________________________________________________________________

The structural changes: ____________________________________________________________________

The review decisions: ____________________________________________________________________

The remaining accessibility check: ____________________________________________________________________

The final sharing route: ____________________________________________________________________

Quick reference: choose the Word tool

If you need to…	Try…
create real document hierarchy	built-in Heading styles
show related unordered items	Bullets
show sequence or priority	Numbering
move through long content	Navigation pane
locate or update repeated wording	Find or Find and Replace
connect readers to a destination	meaningful hyperlink text
ask or explain without editing	Comments
propose a visible edit	Track Changes
review spelling, grammar and clarity suggestions	Editor
identify potential access barriers	Accessibility Checker
change the reading experience	Immersive Reader
hear the wording	Read Aloud
draft using speech	Dictate

Your three takeaways

What I will start doing: ____________________________________________________________________

What I will implement: ____________________________________________________________________

What I will explore further: ____________________________________________________________________

If you need help

• describe whether you were using Word on the web or the desktop application
• name the tab, pane or review tool you were using
• note the exact wording of any message or checker result
• keep a separate copy of important work before practising substantial changes
• ask your local support route about templates, permissions or unavailable features
• avoid sharing screenshots containing personal, confidential or sensitive information

Confidence grows through a repeatable document journey: define the purpose, create genuine structure, review changes deliberately and check the result as a reader before sharing.

Reflective journal

Why we ask you to reflect

Continuing Professional Development (CPD) is formative and it is about what it achieves for you and your organisation.

Instead of formally assessing your learning, we ask you to write a reflective note. This should reflect on how the learning was relevant and how it will impact your working practices.

Taking time to reflect on your learning makes it more likely you will embed it in your future practice.

What to cover and when

What your reflection should cover

• how the learning was relevant to you
• how the learning will impact your practice

When to complete it

Reflect as soon as possible following the skilling session. This keeps your note contemporaneous (written close to the time) and meaningful. Fill it in on your device, so the boxes expand as you type.

Topic	What to know
Timing	Complete the note as soon as possible after the training event.
Purpose	To embed the learning within your subsequent practice.
Focus	How the learning was relevant and how it will impact your practice.

Your reflective note

Complete each row below. Write in your own words. Your notes are private to you unless you choose to share them.

Prompt	Your response
Skilling session title
Date of the skilling session
Date you completed this note
How was the learning relevant to you and your work?
How will the learning impact your practice?

Recommended resources

These curated resources accompany the WeChange.AI skilling offer of Continuing Professional Development (CPD) accredited, and non-accredited, sessions. Use them before a session to build familiarity, or afterwards to revisit and apply the learning in day-to-day work.

Alongside these resources, Navigator helps WeChange.AI customers find personalised recommendations and available learning on Microsoft 365 tools, accessibility and AI relevant to their role. Returning to Navigator after a session can help you connect new knowledge with practical workplace needs, choose a useful next step and keep learning visible as confidence grows.

• Word: Browse help for creating, editing and formatting documents

The Word support hub, with guidance across everyday tasks. A useful bookmark for looking up a feature after the session.

• Word: Apply heading styles so your document has a clear structure

Explains how to select text and apply a heading style from the Styles gallery. Heading styles also make it easier to build a table of contents and reorganise your document.

• Word: Customise or create styles to keep formatting consistent

Shows how to adjust the built-in styles or save your own so formatting is applied the same way throughout. It helps documents look consistent and saves time reformatting.

• Word: Use the Navigation pane to jump between headings in a longer document

Explains how headings power the Navigation pane. It helps you move around and update long documents quickly.

• Word: Create a template and store it so colleagues can reuse it

Describes saving a document as a template, including storing it in SharePoint for sharing. It helps colleagues start from the same layout instead of copying old files.

• Word: Track changes and review edits from other people

Explains how to turn Track Changes on, choose how markup is displayed, and review changes. It includes options to track only your own changes or everyone’s.

• Word: Check spelling, grammar and style with Microsoft Editor

Shows how Editor helps you improve clarity and correctness as you write. A helpful second pair of eyes before a document is shared.

• Microsoft 365: Run the Accessibility Checker to find and fix issues before you share

Explains how to find and correct accessibility issues in Word and other Microsoft 365 apps. A final check that helps more people read and use your document.