# Ten optional teacher-ready 25-minute Digital Technologies scripts

Each block totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Read the exact [fictional sources](MATERIALS.md) and offer one of the three same-target [learner routes](LEARNER-CARDS.md); children may switch route. Use broad safe physical tokens for **objects**, original silhouettes for **pictures**, and agreed letters for **symbols**. Keep actual [digital-system observation](DEVICE-GATE.md) in a separate field. A paper mat, screen depiction or adult-operated app cannot evidence child use of a running digital system; mark K01 **NOT OBSERVED** when the device gate is unmet. No child discloses a real personal value. Checks and keys are public; collect first responses before feedback.

## Week 3 · Day 11 · A four-entry picture source

**Target/codes:** represent the same invented four-entry source with broad physical object stand-ins, original pictures and agreed letters; AC9TDIFK02 partial. **Prepare:** [Maker Cart source](print/maker-cart-source.pdf), four large safe tokens, [three-way mat](print/four-entry-three-way-mat.pdf).

1. **Preview · 3 min.** Say the cart and props are invented, and no real room or child is counted. Read positions 1–4: PANEL, TUBE, PANEL, BLOCK.
2. **Notice · 4 min.** Point to each actual drawn silhouette. Count four *source entries*, not the shapes within a PANEL picture; ask which category repeats.
3. **Model · 5 min.** Put four physical tokens in numbered positions, draw/point to each matching silhouette, and write **P T P B**. Explain that physical token, drawn picture and letter symbol can tell the same fictional data.
4. **Child route · 7 min.** Children make all three forms using A/B/C route: their own token placement, picture choice/drawing and symbol row. An adult may move tokens on exact direction.
5. **Check/respond · 4 min.** Record each position and support. If a child writes P for BLOCK, return to entry 4's picture and agreed B; if they count the inner PANEL square as another entry, trace the four numbered frames.
6. **Close · 2 min.** Child says which source position contains the first repeated category and what stayed the same across forms.

## Week 3 · Day 12 · Same totals, source order matters

**Target/codes:** compare four physical tokens, pictures and symbols by category *and position* against the fictional source; AC9TDIFK02 partial. **Prepare:** [source](print/maker-cart-source.pdf), [mat](print/four-entry-three-way-mat.pdf).

1. **Preview · 3 min.** Rebuild the four numbered source positions with broad tokens; avoid relying on colour.
2. **Notice · 4 min.** Ask “How many PANEL entries? Which positions?” The source says two, at 1 and 3; TUBE at 2 and BLOCK at 4.
3. **Model · 5 min.** Rearrange only the **symbol row** as P P T B. It still has two P, one T and one B, but position 2 no longer matches TUBE. Counts alone do not prove a faithful ordered copy.
4. **Child route · 7 min.** Child restores P T P B using object tokens and pictures as evidence, then gives one count and one position reason by pointing, speaking/AAC or directing an adult.
5. **Check/respond · 4 min.** Record the restored row and explanation. If the child says P P T B is identical, compare source and copy at position 2 first, then 3; accept a partial correction and revisit.
6. **Close · 2 min.** Finish “Two PANEL entries are at ___ and ___; the row order is ___.”

## Week 3 · Day 13 · Find one mistaken symbol

**Target/codes:** compare a symbol copy position by position with the pictorial source and correct the mismatched representation; AC9TDIFK02 partial. **Prepare:** [source](print/maker-cart-source.pdf), [puppet copy](print/copy-mismatch-board.pdf), broad P/T/B cards.

1. **Preview · 3 min.** Introduce a friendly puppet whose paper copy may need checking; the puppet's error is useful, not a child's failure.
2. **Notice · 4 min.** Read SOURCE **P T P B** and PUPPET COPY **P T B B** slowly under positions 1–4.
3. **Model · 5 min.** Match position 1 P to PANEL and position 2 T to TUBE; stop before the mismatch and ask the child to compare the next picture.
4. **Child route · 7 min.** Child identifies position 3, replaces copy B with P, and verifies all four positions using physical tokens, large pictures or adult-directed symbols.
5. **Check/respond · 4 min.** Record the first independent mismatch found and content cues. If they correct position 4 because it also says B, anchor to picture 4 BLOCK; if they change counts without checking position, pair source/copy one by one.
6. **Close · 2 min.** Child states “I changed position ___ because source ___ says ___.”

## Week 3 · Day 14 · Neutral prop data and an empty personal category

**Target/codes:** represent neutral fictional props and identify a blank category that *could* be personal and owned by the child if filled; AC9TDIFK02 and AC9TDIFP01 partial. **Prepare:** [source](print/maker-cart-source.pdf), [empty category cards](print/empty-personal-cards.pdf).

1. **Preview · 3 min.** Say no real name, face photo or voice is needed, spoken publicly, typed or captured.
2. **Notice · 4 min.** Read MY NAME, MY FACE PHOTO and MY VOICE RECORDING as *empty* placeholders; show the drawn PLAIN PANEL ICON as neutral prop information.
3. **Model · 5 min.** Show PANEL as a neutral picture/symbol P. Point to empty MY NAME: “If it held *my* actual name, it could be personal data about me; this box holds none.” Do not state a legal ownership rule.
4. **Child route · 7 min.** Child makes one neutral PANEL object/picture/symbol link and privately selects one empty own-data category. The category value remains blank; child can pass on private choice.
5. **Check/respond · 4 min.** Record only category reasoning, not any real value. If the child begins giving a real detail, stop collection and redirect to blank placeholder; use school procedure for any concern.
6. **Close · 2 min.** Child says a paper prop symbol is different from an actual personal value; real sharing is adult-supported under school rules.

## Week 3 · Day 15 · Fresh Check A: Paper Shape Depot

**Target/codes:** represent a new fictional source in three forms, correct a fresh symbol-copy mismatch, identify one empty personal category; AC9TDIFK02 and AC9TDIFP01 partial. **Prepare:** unseen [Check A](STUDENT-CHECKS.md#check-a--day-15--paper-shape-depot), [A4 source](print/check-a-shape-depot.pdf), four broad physical tokens.

1. **Preview · 3 min.** Explain this is a fresh public formative check. Save first child-controlled responses before showing feedback or the key.
2. **Source · 4 min.** Read the new pictures, letters, puppet copy and empty category cards exactly, without naming the mismatch or personal answer.
3. **Model access only · 5 min.** On an unrelated blank four-position row, show how to point, speak/AAC, draw or direct an adult; give no held source content.
4. **Child route · 7 min.** Child represents all four source entries with broad physical tokens, pictures and symbols; finds and repairs one puppet-copy position; identifies an empty own-data category without a value.
5. **Check/respond · 4 min.** Collect first work and adult support; then use [separate public key](teacher/KEY-AND-NEXT.md). If source order drifts, model with a *different* practice source next session, not the held answer beforehand.
6. **Close · 2 min.** Child points to an empty personal-data category that stayed blank; no actual value is shared.

## Week 4 · Day 16 · What could a running checker help us do?

**Target/codes:** recognise hardware/software/purpose and represent the cart source in a comparison task; AC9TDIFK01 conditional on actual approved system exploration, AC9TDIFK02 partial. **Prepare:** [system drawing](print/hardware-software-flow.pdf), [paper route](interactive/PAPER-EQUIVALENT.md), optional [offline checker](interactive/copy-checker.html).

1. **Preview · 3 min.** Show paper and optional school-approved device choices; nobody needs an account or personal input.
2. **Notice · 4 min.** Point to drawn keyboard/screen and app window. Ask what a person can physically press, where a response would appear and what the copy-checker is meant to do. This is recognition talk, not device-use evidence.
3. **Model · 5 min.** On paper compare P T P B with P T B B. If device approved, demonstrate one view switch and CHECK while naming real hardware, output and running software; mark this as adult model only.
4. **Child route · 7 min.** Child completes same source/copy reasoning by broad paper cards, drawing/AAC or optional actual device interaction. For actual device, note who controlled view or select input and what they understood.
5. **Check/respond · 4 min.** Record K02 representation separately. For K01, record actual input/display/software/purpose if child showed it; otherwise **NOT OBSERVED**. If they call printed screen a working computer, compare actual responsive device with paper drawing.
6. **Close · 2 min.** Child explains the checker's purpose or points to paper source/copy if device not used.

## Week 4 · Day 17 · Change one entry, check again

**Target/codes:** correct an invented copy through child-controlled source comparison and, conditionally, explore a running system for that purpose; AC9TDIFK01 conditional, AC9TDIFK02 partial. **Prepare:** [offline checker](interactive/copy-checker.html) only after [device gate](DEVICE-GATE.md); [complete paper equivalent](interactive/PAPER-EQUIVALENT.md).

1. **Preview · 3 min.** Restate the device gate and paper equality: same fictional task, different medium; no personal data.
2. **Source · 4 min.** Read P T P B source and P T B B puppet copy from [board](print/copy-mismatch-board.pdf). Let children name the third-entry difference before interaction.
3. **Model · 5 min.** On unrelated blank symbols, show a keyboard or paper position choice. On approved device show how Tab reaches a native select and CHECK; do not repair the main copy for child.
4. **Child route · 7 min.** Child changes copy position 3 B→P, checks all four and explains why. Use broad physical/picture/letter paper route or actual child-controlled keyboard/switch/pointer input if locally approved.
5. **Check/respond · 4 min.** Record source-linked repair and adult cues. Only if actual digital use occurred, separately record input controlled, display feedback, software rule and purpose. If adult made the content choice or app was unavailable, K01 **NOT OBSERVED**.
6. **Close · 2 min.** Child says what the checker responded after correction, or gives the paper equivalent “all four match.”

## Week 4 · Day 18 · Change the view, keep the source

**Target/codes:** explain what stays constant when a source is shown as picture/symbol and distinguish physical objects from their on-screen depictions; AC9TDIFK01 conditional, AC9TDIFK02 partial. **Prepare:** [source](print/maker-cart-source.pdf), [three-way mat](print/four-entry-three-way-mat.pdf), optional [checker](interactive/copy-checker.html).

1. **Preview · 3 min.** Revisit four positions and that only actual broad tokens are object stand-ins; a drawing of a token is a picture.
2. **Source · 4 min.** Compare source silhouettes with P T P B. Ask what stayed as PANEL in both positions 1 and 3.
3. **Model · 5 min.** Switch picture→symbol on paper by overlaying broad cards, or on approved device by choosing view buttons. Explain that screen output changes representation, not the invented source entries.
4. **Child route · 7 min.** Child uses four physical tokens, picture cards and symbol letters to show one unchanged mapping; optional actual device view switch can be observed separately. Allow tactile, spoken or adult-directed route.
5. **Check/respond · 4 min.** Record source trace and whether child distinguishes screen pictogram from physical object. If they say pressing Pictures created a real tube, put a broad physical token alongside the screen and describe the two forms.
6. **Close · 2 min.** Finish “The source stayed ___; the view changed from ___ to ___.”

## Week 4 · Day 19 · Share a corrected neutral data display

**Target/codes:** communicate a source-faithful prop representation and keep own-data placeholders empty; AC9TDIFK02 and AC9TDIFP01 partial. **Prepare:** [source/copy/device evidence mat](print/source-copy-device-mat.pdf), [source](print/maker-cart-source.pdf), [empty categories](print/empty-personal-cards.pdf).

1. **Preview · 3 min.** A puppet wants a readable fictional prop display. It needs no actual child name, picture or voice.
2. **Source · 4 min.** Recheck four prop positions and empty personal cards. Ask which source can be shown publicly as neutral practice data.
3. **Model · 5 min.** Present physical tokens, original pictures and P T P B letters with labels; keep MY NAME/PHOTO/VOICE placeholders unfilled and off the display. A teacher's paper display is not proof a visitor understood it.
4. **Child route · 7 min.** Child makes or directs a two-form display and verbally/visually links one picture to its source entry; then gives one reason a personal placeholder stays empty.
5. **Check/respond · 4 min.** Record exact source link and reason. If the child inserts a real detail, stop public copying and return to fictional categories. If another pretend reader is available, note actual feedback only if it happened.
6. **Close · 2 min.** Child asks a puppet which symbol means PANEL and checks the agreed legend rather than guessing a result.

## Week 4 · Day 20 · Fresh Check B: Paper Form Drawer

**Target/codes:** represent a second new fictional source, repair one independent copy mismatch and identify an empty personal category; AC9TDIFK02 and AC9TDIFP01 partial. **Prepare:** unseen [Check B](STUDENT-CHECKS.md#check-b--day-20--paper-form-drawer), [A4 source](print/check-b-form-drawer.pdf), four broad physical tokens.

1. **Preview · 3 min.** Say this public check uses a new invented source; no device or personal value is needed.
2. **Source · 4 min.** Read pictogram names, symbols, puppet copy and empty category options without solving them.
3. **Model access only · 5 min.** On blank unrelated card spaces, remind children they can point, speak/AAC, draw or direct adult movement; do not model the held values.
4. **Child route · 7 min.** Child builds object/picture/symbol views, identifies and fixes the copy mismatch, and chooses a blank potential own-data category without filling it.
5. **Check/respond · 4 min.** Preserve first response and supports before opening [public worked key](teacher/KEY-AND-NEXT.md). Paper check does not assess actual K01 system use; record that separately or NOT OBSERVED.
6. **Close · 2 min.** Child names one source-check step they could use on another invented dataset.