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Foundation / Digital Technologies / Term 1 / Weeks 05 06

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Ten optional complete Digital Technologies scripts…Foundation Digital Tech · T1 W5–6 · Lesson sequence

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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.

Every start is 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. This is an optional subject block beside, not a replacement for, the integrated Science/Design weeks. Before each lesson, provide broad physical tokens, original pictures, agreed symbols, raised/large-print key, AAC, pointing, neutral scribing and a pass. Let the child switch route without a diagnosis label. A physical token is an actual manipulable stand-in; paper/screen drawings are pictures. The badge and holder sources are fictional. If a school-approved real device or local observation is used, log its evidence separately under school rules.

Week 5 · Day 21 · Read a source before grouping

Target/codes: identify the source's two stated fields, including one border not shown; AC9TDIFK02 partial. Prepare: A illustrated badge source, A material guide, five broad physical stand-ins.

  1. Welcome · 3 min. Say “These are invented paper badges. They are not things we saw outdoors.” Ask what question the source could help answer.
  2. Model · 4 min. Point to ID 1: circle shape and solid border. Separate ID, shape and border. Show ID 5's circle is visible but its border is explicitly NOT SHOWN.
  3. Try together · 5 min. Child matches two physical stand-ins to their pictures and neutral labels; adult reads only the fields printed in the source.
  4. Child choice · 7 min. Child chooses another ID and shows its known fields by objects, pointing, AAC, drawing or agreed symbols. They place a question mark on any unavailable border.
  5. Notice · 4 min. Save exact ID/feature claim and route. A fictional badge is no Science observation of a living thing.
  6. Close · 2 min. Leave the source visible for tomorrow's chosen rule.

Week 5 · Day 22 · Group by one stated question

Target/codes: represent the source under a shape question using physical tokens and matching pictures/symbols; AC9TDIFK02 partial. Prepare: A source, B shape bays, C/T symbol cards.

  1. Welcome · 3 min. Ask “Which badges show a circle; which show a triangle?” Name the rule before moving anything.
  2. Model · 4 min. Put physical ID 1 in CIRCLE because its printed picture shows a circle. Badge 5 can still be grouped by shape despite unknown border.
  3. Try together · 5 min. Child places IDs 2 and 3 by shape, with a reason grounded in their source pictures.
  4. Child choice · 7 min. Child completes all five IDs in object, picture or symbol form, directs adult movement if needed, and checks the source position rather than memory.
  5. Notice · 4 min. Save group membership and what was a physical object versus image. This is not a Mathematics count check or real feature grouping.
  6. Close · 2 min. Keep the same badges; tomorrow the question changes.

Week 5 · Day 23 · Change the rule without changing data

Target/codes: regroup the same source by border, keeping unavailable information in CANNOT TELL; AC9TDIFK02 partial. Prepare: A source, C border bays, broad solid/dashed/? markers.

  1. Welcome · 3 min. Ask what changed since yesterday: the badge source or the question. Point to the unchanged source.
  2. Model · 4 min. Place ID 1 SOLID and ID 2 DASHED. Show ID 5's ? means border not shown, not a made-up third border type.
  3. Try together · 5 min. Child places IDs 3 and 4 from their visible border marks, then directs where 5 belongs.
  4. Child choice · 7 min. Child explains or indicates why one badge moved to a different bay under this new rule; repeat in pictorial or symbol form if helpful.
  5. Notice · 4 min. Record source-backed placements and whether unknown was kept honest. No plant/animal property is inferred.
  6. Close · 2 min. Ask which source field a new reader would need to understand the display.

Week 5 · Day 24 · Make a three-form display and protect own data

Target/codes: show the same fictional badge source as real physical tokens, pictures and agreed symbols; identify an empty own-data category; AC9TDIFK02 and AC9TDIFP01 partial. Prepare: D three-form mat, F empty categories, A source.

  1. Welcome · 3 min. Show one broad physical badge stand-in, one drawing and code CS; ask which is touchable, which is a picture, which is a symbol.
  2. Model · 4 min. Align badge 1 across three rows. State C means circle and S solid in this invented key. Keep badge 5's border as ?.
  3. Try together · 5 min. Child adds badges 2/3 using broad physical pieces and fixed printed pictures/symbols. A screen image is not the physical token.
  4. Child choice · 7 min. Child completes or selects one aligned entry, then chooses which empty MY NAME/MY FACE PHOTO/MY VOICE category could be their own data if filled, versus a neutral badge icon. No values are entered.
  5. Notice · 4 min. Save the three-form link and category reasoning separately. Do not treat blank card choice as comprehensive privacy mastery.
  6. Close · 2 min. Put the badge source away before a fresh check tomorrow.

Week 5 · Day 25 · Fresh Check A: unfamiliar badge source

Target/codes: independently apply shape and border rules to a new five-card source, preserve unknown, and represent one entry in three forms; AC9TDIFK02 partial. Prepare: public A, A A4, five matching large physical tokens; teacher key closed.

  1. Welcome · 3 min. Offer a new paper depot puzzle; no outdoor object, timer or device is needed.
  2. Access · 4 min. Read the five new square/oval badges and their dotted/plain/NOT SHOWN borders neutrally; do not sort them.
  3. Independent plan · 5 min. Child decides where each entry belongs under the two different questions.
  4. Child response · 7 min. Save first complete shape and border groups, explicit unknown placement, and one physical-token/picture/symbol match.
  5. Self-check · 4 min. Child traces source IDs and both question labels without an adult placing a solution.
  6. Close · 2 min. Consult the separate key later; after-check practice uses other sources.

Week 6 · Day 26 · Read a fictional material-trial record

Target/codes: distinguish stated test outcomes from an untested entry and represent the story data; AC9TDIFK02 partial. Prepare: E made-up trial record, integrated real-material boundary, P/Q/R/S physical stand-ins.

  1. Welcome · 3 min. Say “This is a made-up card holder story; our real material test has its own separate record.”
  2. Model · 4 min. Read P HELD and Q SLIPPED from the stated story. R says NOT TESTED; it is neither HELD nor SLIPPED.
  3. Try together · 5 min. Child sets four broad physical stand-ins beside the four picture cards and agreed H/SL/? outcome symbols; SL means slipped in this fictional key.
  4. Child choice · 7 min. Child reads S and chooses an entry to represent in objects, pictures and symbols; if they ask what material it was, say the story does not tell us.
  5. Notice · 4 min. Save exactly which outcomes were supplied and that R remains untested. Do not cite this as a real card holder result.
  6. Close · 2 min. Ask which question a display could answer tomorrow.

Week 6 · Day 27 · Display known outcomes and hold the unknown

Target/codes: answer “Which story samples HELD?” by grouping the fictional test record and preserving NOT TESTED; AC9TDIFK02 partial. Prepare: E record, three broad HELD/SLIPPED/NOT TESTED bays, P/Q/R/S tokens.

  1. Welcome · 3 min. Point to the exact question and source title before moving any card.
  2. Model · 4 min. Place P under HELD because the fictional row says HELD. Show R cannot answer whether it would hold without a test.
  3. Try together · 5 min. Child places Q and S and explains by word, picture or symbol which printed row supports the choice.
  4. Child choice · 7 min. Child makes a new paper or tactile display with all four IDs, title, question and a separate NOT TESTED place; a simple user can read what is known.
  5. Notice · 4 min. Save the data grouping and source citation. A predicted material property is not evidence.
  6. Close · 2 min. Invite a child-made display for another reader tomorrow.

Week 6 · Day 28 · Make a display another person can read

Target/codes: author a source-faithful pictorial/symbol display with one chosen question, key and explicit unknown; AC9TDIFK02 partial. Prepare: D blank display, E fictional record, broad labels, optional neutral peer reader.

  1. Welcome · 3 min. Show an unlabelled row and ask how a reader would know whether it means HELD, SLIPPED or NOT TESTED.
  2. Model · 4 min. Adult labels a practice copy “Which story samples HELD?” and adds a key H=HELD, SL=SLIPPED, ?=NOT TESTED, naming the fictional source.
  3. Try together · 5 min. Child suggests a caption or tactile cue that would make one entry understandable without colour alone.
  4. Child choice · 7 min. Child makes an original four-entry display, choosing a safe paper or directed-adult route. A willing peer may try reading it; an inaccessible display can be revised without blaming the reader.
  5. Notice · 4 min. Record child choices and any actual user response. A reader trial is not a real material test or running-device observation.
  6. Close · 2 min. Keep first and revised displays for a later comparison.

Week 6 · Day 29 · Explore a real device if locally approved

Target/codes: use the fixed sorter for a purpose on an actually running digital device if approved; compare paper and screen data forms; identify an empty own-data category; AC9TDIFK01 conditional, AC9TDIFK02/AC9TDIFP01 partial. Prepare: device gate, offline sorter, paper equivalent, F empty categories.

  1. Welcome · 3 min. Offer paper or school-approved device without pressure. The task contains only fictional badges.
  2. Model · 4 min. On paper, choose SHAPE or BORDER and place one badge. On a device, identify actual input and screen output before the child elects to use it.
  3. Try together · 5 min. Child chooses a question and tests a placement by cards, AAC or actual accessible input; adult notes who operated what.
  4. Child choice · 7 min. Child completes a grouping or meaningful portion, presses CHECK if on the running page, notices feedback and shows the purpose. Paper route uses the same source and key. Empty own-data cards stay empty.
  5. Notice · 4 min. Separately record K02 grouping, P01 category, and K01 only if actual child-controlled hardware/software/display/purpose were observed; otherwise NOT OBSERVED.
  6. Close · 2 min. Clear the fixed sorter; no child's data is saved. The final check is paper-first and fresh.

Week 6 · Day 30 · Fresh Check B: new fictional trial log

Target/codes: independently group a new fictional material-trial record, preserve untested, show one three-form representation and identify an empty own-data category; AC9TDIFK02 and AC9TDIFP01 partial. Prepare: public B, B A4, K/L/M/N large physical tokens, teacher key closed.

  1. Welcome · 3 min. This new paper source is a low-stakes planning check, not a live test or device check.
  2. Access · 4 min. Read the new four outcomes and blank own-data categories neutrally; do not group or answer.
  3. Independent plan · 5 min. Child finds HELD, SLIPPED and NOT TESTED IDs from the source and chooses one to represent in three forms.
  4. Child response · 7 min. Save first complete groups, explicit unknown, physical-token/picture/symbol explanation and blank own-data category choice.
  5. Self-check · 4 min. Child compares each response with its source row without an adult solving it.
  6. Close · 2 min. Use separate key for next teaching. Paper cannot evidence actual digital-system exploration or material-test results.

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