# Ten optional complete Digital Technologies scripts · Days 21–30

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](print/badge-source.pdf), [A material guide](MATERIALS.md#a--fictional-badge-source), 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](print/badge-source.pdf), [B shape bays](print/shape-rule.pdf), 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](print/badge-source.pdf), [C border bays](print/border-rule.pdf), 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](print/three-form-display.pdf), [F empty categories](print/source-privacy-mat.pdf), 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](STUDENT-CHECKS.md#check-a--day-25--paper-display-depot), [A A4](print/check-a-display-depot.pdf), 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](teacher/KEY-AND-NEXT.md) 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](print/trial-record.pdf), [integrated real-material boundary](../../../term-1/week-06-materials-that-help.md), 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](print/trial-record.pdf), 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](print/three-form-display.pdf), [E fictional record](print/trial-record.pdf), 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](DEVICE-GATE.md), [offline sorter](interactive/rule-sorter.html), [paper equivalent](interactive/PAPER-EQUIVALENT.md), [F empty categories](print/source-privacy-mat.pdf).

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](STUDENT-CHECKS.md#check-b--day-30--paper-tool-trial), [B A4](print/check-b-tool-trial.pdf), 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](teacher/KEY-AND-NEXT.md) for next teaching. Paper cannot evidence actual digital-system exploration or material-test results.