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Day 16 · What could a running checker help us do?Foundation Digital Tech · T1 W3–4 · Day 16 lesson

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Foundation / Digital Technologies / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Worked swaps · Fresh learner checks · Aids and text routes.

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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.

Learner choices

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, paper route, optional offline checker.

  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.

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