Every source uses invented data. Nothing requires a child's name, photograph, voice, address, family detail, account or online activity. Read source words aloud and offer broad physical cards, drawings, AAC, signing or child-directed adult moves. The paper and offline interactive teach the same representation task; only actual approved device use can supply evidence about a digital system.
Source A · Fictional Shelf Set
The source sheet says: “On this pretend shelf list: BOOK, BOOK, CUP.” There are two BOOK entries and one CUP entry, three entries in all. The items are paper fiction, not a survey of a real room. For the object representation, use three large physical tokens or safe classroom objects as stand-ins, with two placed under BOOK and one under CUP. For the picture representation, use two original open-book outlines and one cup outline. For the symbol representation, use B B C in the same order. The three-way mat has broad labelled regions; order and category stay consistent as the representation changes. No colour distinguishes a category.
Source B · A real system has parts and a purpose
The original hardware/software card shows a keyboard, a screen and an offline representation app as a simple fictional drawing of a device setup. A keyboard/screen are hardware examples; the locally run application is software. The purpose in this task is to switch the invented Shelf Set between picture and symbol views. A printed card can support discussion but is not evidence that a child used a device. On a locally approved actual device, the teacher may point to real input/display parts and open the contained offline switcher; child control, naming/pointing and purpose are observed. No account, wireless connection or upload is needed by the pack; school device controls decide what is permitted.
Source C · Personal data without a real value
The category cards show only placeholders: MY NAME (not written here), MY FACE PHOTO (not shown), MY VOICE RECORDING (not made), and a non-personal PLAIN SQUARE ICON. Ask privately, “If this were your own name/photo/voice, could it be personal data that belongs to you?” A child may identify the category without giving the value. This is an introduction to the curriculum's wording, not a legal ownership or consent rule. Never ask a child to type, record, photograph or announce actual personal data for this lesson. Handle real concerns under school policy.
Source D · Original picture and symbol signs
The sign bank pairs BOOK with a book outline and letter B, CUP with a cup outline and C, and MAT with a broad rectangle and M. These are invented classroom examples, not official public signs or a decoding test. A picture or symbol can stand for one category, but the intended meaning must be taught and checked with a person. No sign-use result is invented.
Source E · Evidence split
The source/representation/system mat has three blank fields: exact source data; the child's objects/pictures/symbols; and actual digital system explored or NOT OBSERVED. Use it to avoid scoring a paper task as device use. A teacher can also record an access route and a content cue separately.
Daily source map
| Day | Main source and new action | Evidence boundary |
|---|---|---|
| 1 | A: make physical object stand-ins, pictures and symbols for BOOK, BOOK, CUP. | Paper representation only. |
| 2 | A: compare unchanged two/one category count across representations. | No real survey or digital use inferred. |
| 3 | A+B: identify hardware/software/purpose; optional actual approved offline switcher. | K01 exploration conditional on actual device use. |
| 4 | A+C: represent neutral data, identify an own-data category without a value. | P01 partial; no actual personal data collected. |
| 5 | Fresh Check A new pretend costume rack and category card, source sheet. | Keep labels, counts and answer unrehearsed. |
| 6 | D: make and test an original category picture/symbol sign on paper. | Sign intent, not actual public recognition. |
| 7 | A+B: repeat representation switch on paper or approved actual offline system; name the purpose. | K01 only if real system explored. |
| 8 | C: distinguish own-data categories from a plain public icon in a private response. | No legal/privacy guarantee inferred. |
| 9 | C+D+E: make a data display without inserting a child's personal value. | Record decisions, not a real privacy outcome. |
| 10 | Fresh Check B new pretend festival prop set and privacy placeholder, source sheet. | Public check; actual K01 not tested from paper. |
Five-minute setup: print one source/mat or use the full text/tactile alternatives; prepare three broad tokens if object representation is chosen; cover check sheets until their day. Device path is optional and only after school approval, accessible input/display check and supervision. Keep a no-device route visible. Never upload or save a real child's response in the demo. Record child-controlled representation, source trace, access/cue, and actual device exploration separately.