# Foundation / Queensland Prep Digital Technologies · Term 1 Weeks 5–6

Ten optional 25-minute starts for Days 21–30. Children use an **original fictional data source** to choose a grouping question, change the rule, preserve an unknown entry and make a display another reader can use. Week 5's record has five invented shape-and-border badges; Week 6's record is a made-up material trial with **held / slipped / not tested** marks. This extends [Weeks 3–4 three-form representation and copy checking](../weeks-03-04/README.md) into **question-led grouping and source-aware communication**. The work is partial ACARA v9 Foundation Digital Technologies, not an algorithms outcome, a real plant/material observation or a Mathematics/Science result.

The integrated [Week 5 living-features inquiry](../../../term-1/week-05-living-features.md) uses actual local views and evidence; our pretend badges can rehearse a grouping method but cannot replace those Science observations. [Week 6 materials inquiry](../../../term-1/week-06-materials-that-help.md) runs real adult-approved material tests; our fictional held/slipped record is only a Digital Technologies data source. An educator may substitute genuine class results after permission and source checks, keeping any identifiable child data offline under school policy. No household collection or paid material is needed. The folder follows the project's Term 1 week sequence, not a mandated Queensland timetable.

Start with [ten complete daily scripts](LESSONS.md), [30 same-target participation routes](LEARNER-CARDS.md), [20 worked context swaps](PRACTICE-SWAPS.md), [20 optional interest bridges](EXAMPLE-BANK.md), [original practical materials](MATERIALS.md) and [short prompts](PROMPTS.md). Two unseen [public formative checks A/B](STUDENT-CHECKS.md) have a separate [teacher key](teacher/KEY-AND-NEXT.md). Six practice and two check pages are original illustrated A4 SVG/PDF with [exact text/tactile alternatives](print/TEXT-ALTERNATIVES.md). The [offline interactive sorter](interactive/rule-sorter.html) has a complete [paper equivalent](interactive/PAPER-EQUIVALENT.md).

The [exact national/Queensland crosswalk](CURRICULUM-CROSSWALK.md) separates partial AC9TDIFK02 and AC9TDIFP01 opportunities from conditional AC9TDIFK01. A diagram, screenshot or adult-operated display does **not** prove child exploration of a running digital system. The [school-approved device gate](DEVICE-GATE.md) states what to observe if a child elects to use the sorter. All pages and the sorter use fixed invented data. No child name, face, voice, location, account, upload, free-text input, network call or saved session is requested. A paper route is available throughout; record actual device evidence separately or **NOT OBSERVED**.

The [source/rights ledger](SOURCE-AND-RIGHTS.md), [desk run-through](RUN-THROUGH.md), read-only [pack verifier](verify_pack.py) and SHA-256 [manifest](manifest.json) document the internal review. No educator, child or funder pilot is claimed. The public checks are formative, not secure exams. This is not full-year coverage, a formal assessment instrument, universal-access certification or QCAA/ACARA endorsement. Original lesson words and print illustrations © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); original generator, verifier and interactive code under the included [Apache 2.0 licence](CODE-LICENSE.txt).