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Foundation / Digital Technologies / Term 1 / Weeks 01 02

Development draft · local review needed

Ten teacher-ready 25-minute Digital Technologies scripts…Foundation Digital Tech · T1 W1–2 · Lesson sequence

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Teacher copy · prompts and answer keys

Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Each lesson totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Use the exact fictional sources, one A4/full-text/tactile aid, the day's three child routes and a worked swap if helpful. No child needs independent print decoding, a device, a personal disclosure or a home upload. Keep an object/picture/symbol representation record separate from actual digital hardware/software exploration. If the school device/access gate is unmet, run the complete paper task and mark AC9TDIFK01 device exploration not observed. The two checks are public and teacher keys are public; collect first responses before feedback.

Week 1 · Day 1 · One set, three ways to show it

Target/codes: represent the same invented data with physical object stand-ins, pictures and letter symbols; AC9TDIFK02 (partial). Prepare: Shelf Set source, three broad tokens, three-way mat.

  1. Preview · 3 min. Read BOOK, BOOK, CUP from the fictional source; say no real shelf was checked. Show three broad physical tokens as stand-ins.
  2. Notice · 4 min. Child points to each of the three source entries; adult models “two BOOK, one CUP” without relying on colour.
  3. Model · 5 min. Place two physical tokens under BOOK and one under CUP; draw two original book outlines and one cup; write B B C in source order. Name object, picture, symbol.
  4. Child route · 7 min. Day 1 A/B/C recreate all three forms with child-controlled choices or adult movement. Check the source order after each change.
  5. Check/respond · 4 min. Ask which form has three entries and which category has two. Record whether the child kept the source categories or an adult supplied them. If order drifts, align one entry at a time.
  6. Close · 2 min. Child chooses the representation they want a puppet to see and gives one reason; no fixed style label.

Week 1 · Day 2 · What stays the same when the look changes?

Target/codes: compare object, picture and symbol representations of one invented dataset; AC9TDIFK02 (partial). Prepare: Source A and three-way mat.

  1. Preview · 3 min. Place the three forms side by side, with source available.
  2. Notice · 4 min. Ask “Which entry changed its category?” The intended answer is none; read each source item aloud.
  3. Model · 5 min. Cover symbols, point to object stands/pictures, then uncover B B C. Count by category, not by ink colour or font.
  4. Child route · 7 min. Day 2 A/B/C trace each BOOK across forms and CUP across forms; explain one same thing and one changed form.
  5. Check/respond · 4 min. Present a deliberately mistaken B C C copy. Ask the child to point to the first mismatch against the source. Record exact correction; if needed, pair just two positions first.
  6. Close · 2 min. Say “A different symbol view should still tell the same paper story.”

Week 1 · Day 3 · What does a digital system help us do?

Target/codes: recognise hardware/software and explore a real locally approved offline system for a purpose if actually used; represent Source A data across views; AC9TDIFK01 (conditional), AC9TDIFK02 (partial). Prepare: hardware/software card, paper three-way mat, optional offline switcher.

  1. Preview · 3 min. State two routes: full paper work or school-approved actual device. No account, upload or personal value.
  2. Notice · 4 min. Point to the printed keyboard/screen/application drawing; ask which parts a person can touch/see and what task the example app is for. A paper answer samples recognition only.
  3. Model · 5 min. Switch fictional B B C from picture to symbol on paper. On approved hardware only, open the offline app and model one keyboard Tab/Enter choice. Explain that a real input/display and running software make the system.
  4. Child route · 7 min. Day 3 A/B/C perform the same representation change on paper; an opt-in approved device route lets the child actually choose a view and identify or point to input, display and purpose. Record who controlled the action.
  5. Check/respond · 4 min. Ask “What changed on the screen/page? What stayed the same?” If an actual device was used, record hardware/software/purpose evidence separately. Clicking alone is not full K01 evidence.
  6. Close · 2 min. Let child pass on device use without penalty; mark digital exploration not observed if paper only.

Week 1 · Day 4 · Data about things, data about me

Target/codes: represent neutral invented objects and identify a category that could be their own personal data without revealing it; AC9TDIFK02, AC9TDIFP01 (partial). Prepare: Source A and category cards.

  1. Preview · 3 min. Say “We use pretend BOOK/CUP data. You will not tell us your name, show a photo or make a recording.”
  2. Notice · 4 min. Read MY NAME placeholder, MY FACE PHOTO placeholder, MY VOICE RECORDING placeholder and PLAIN SQUARE ICON. Ask what is not actually written or captured.
  3. Model · 5 min. Point to an empty MY NAME box: “If it held my name, that could be personal data about me.” Point to the plain square icon as a neutral example. Do not claim legal ownership rules.
  4. Child route · 7 min. Day 4 A/B/C make the three neutral representations, then privately choose one placeholder that could be personal data belonging to them if filled. The actual value stays blank.
  5. Check/respond · 4 min. Ask whether writing a real name is needed to identify the category. Record the category choice only; if a child offers a real detail, do not copy it into this pack.
  6. Close · 2 min. Reaffirm a child can ask an approved adult before sharing actual information.

Week 1 · Day 5 · Fresh representation and personal-data check

Target/codes: use a new invented set to show objects, pictures and symbols; recognise an own-data category without entering the value; AC9TDIFK02, AC9TDIFP01 (partial). Prepare: unseen Check A and new source sheet. Do not rehearse its names, counts or symbols.

  1. Preview · 3 min. Show empty broad tokens and remind children that a placeholder is not a request for their real name.
  2. Source · 4 min. Read Check A's new fictional set and category placeholder without demonstrating its answer.
  3. Model process · 5 min. On an unrelated blank three-entry row, model how to trace source-to-object/picture/symbol. Do not use Check A's categories or counts.
  4. Child route · 7 min. Check A A/B/C create three linked forms from the new set and identify the personal-data placeholder privately. Keep first child-controlled result.
  5. Check/respond · 4 min. Ask which source entry backs each picture and symbol. Record any content cue separately; consult public key after first responses.
  6. Close · 2 min. Give one next move; offer only the different after-check story in Day 5 child card.

Week 2 · Day 6 · Make a picture and symbol sign

Target/codes: use an original picture and symbol to represent an invented category; AC9TDIFK02 (partial). Prepare: picture/symbol bank, broad blank card.

  1. Preview · 3 min. Revisit that a sign's meaning needs teaching and checking; no official public sign is being copied.
  2. Source · 4 min. Read BOOK/open-book/B, CUP/cup/C, MAT/rectangle/M. Ask what stayed linked in each row.
  3. Model · 5 min. Draw an original thick outline for BOOK and write B; say both stand for the same paper category, not the sound work of decoding.
  4. Child route · 7 min. Day 6 A/B/C make a child-controlled picture/symbol pair for a selected neutral category. An adult can draw exactly what directed.
  5. Check/respond · 4 min. Present a mismatched CUP picture beside B. Ask for the source row that shows a correction. Record the trace, not a guessed sign effect.
  6. Close · 2 min. Ask who the pretend sign is intended to help and what actual understanding remains unknown.

Week 2 · Day 7 · Switch views, name the parts

Target/codes: revisit hardware/software/purpose with approved actual device if available and show unchanged Source A data across views; AC9TDIFK01 (conditional), AC9TDIFK02 (partial). Prepare: hardware/software card, offline switcher, paper equivalent.

  1. Preview · 3 min. Check school device/access gate and keep paper route ready. No real names or uploads.
  2. Source · 4 min. Read the fictional three-entry source again; identify why a picture view and a B B C symbol view may help a reader.
  3. Model · 5 min. On paper, slide three broad representation cards between labelled panels. On approved hardware, show keyboard input, screen output and offline application state change without collecting anything.
  4. Child route · 7 min. Day 7 A/B/C switch and compare views using paper, child-directed adult cards or optional actual keyboard/touch access. If digital is used, ask the child to show the input, display and purpose in their chosen communication mode.
  5. Check/respond · 4 min. Record two columns: source representation and actual digital exploration or not observed. Reteach the difference between the printed drawing of a computer and a running system.
  6. Close · 2 min. Invite a paper or device preference without treating it as an identity or fixed learning style.

Week 2 · Day 8 · Mine, not written here

Target/codes: identify examples of data that could be personal and owned by the child without giving actual values; AC9TDIFP01 (partial). Prepare: category cards, blank cover cards.

  1. Preview · 3 min. Say no value will be collected or recorded. A child may answer privately, use a placeholder or pass.
  2. Source · 4 min. Read the three empty MY placeholders and the PLAIN SQUARE ICON. Name what is absent: no name, photograph or recording.
  3. Model · 5 min. Cover MY FACE PHOTO and say “If a photo of me were here, that could be personal data about me; this card has none.” Point to square icon as a different category.
  4. Child route · 7 min. Day 8 A/B/C sort or direct one placeholder as “could be my personal data if filled” and the plain icon as neutral. No child reveals what the missing value would be.
  5. Check/respond · 4 min. Ask “What would make this placeholder personal?” Accept “if it contained my own name/photo/voice”; record the category statement only. If unsure, model with a puppet's fictional category and return later.
  6. Close · 2 min. Say real sharing follows school/family rules and a trusted adult; this lesson does not make a legal decision.

Week 2 · Day 9 · Make a display with no personal values

Target/codes: represent neutral fictional data with objects/pictures/symbols and keep personal placeholders empty; AC9TDIFK02, AC9TDIFP01 (partial). Prepare: sign bank, category cards, evidence mat.

  1. Preview · 3 min. Offer a fictional BOOK/CUP/MAT sign display; no real child details.
  2. Source · 4 min. Read Source D rows and Source C placeholders. Ask which row can be copied into a public paper practice display without a child's value.
  3. Model · 5 min. Show a neutral MAT object token, rectangle picture and M symbol. Leave MY NAME placeholder unfilled/off the display.
  4. Child route · 7 min. Day 9 A/B/C create a two-category neutral paper display and point to a kept-empty personal category; adult movement only as directed.
  5. Check/respond · 4 min. Record object/picture/symbol links and the reason a personal placeholder remained empty. A neutral practice display is not proof of a whole privacy policy.
  6. Close · 2 min. Ask how the child would check a pretend reader understands the symbols; do not invent feedback.

Week 2 · Day 10 · Fresh data and privacy check

Target/codes: represent a new fictional prop set as objects/pictures/symbols and identify a personal-data placeholder without capturing a value; AC9TDIFK02, AC9TDIFP01 (partial). Prepare: unseen Check B, new source sheet.

  1. Preview · 3 min. Remind children the check is public practice, the source is new to this lesson, and no one types or says their personal value.
  2. Source · 4 min. Read the new prop data and placeholder exactly, without showing the key.
  3. Model process · 5 min. Use a blank unrelated category to show how one token can align with a drawing and symbol; keep the fresh source untouched.
  4. Child route · 7 min. Check B A/B/C construct three equivalent data views and identify which placeholder could be their own personal data if filled.
  5. Check/respond · 4 min. Capture first source-linked response and any adult content cue separately. Read the public worked key after collection; K01 device use is not assessed by this paper case.
  6. Close · 2 min. Offer one specific next lesson action; keep real child responses in the school's private system.

The desk run-through checks artifacts only. Current local Queensland planning, accessibility and device/data policy need educator review before class use.

Source: https://neuroforge.io/subjectnest/library/resources/foundation/digital-technologies/term-1/weeks-01-02/LESSONS · Original material © NeuroForgeIO Pty Ltd 2026 · CC BY 4.0: https://creativecommons.org/licenses/by/4.0/ · Credit the source and note changes. External sources keep their own terms.