Ten 25-minute message-maker sessionsFoundation Digital Tech · T1 W7–8 · Lesson sequence

Each session uses welcome 3 + model 4 + together 5 + child task 7 + notice 4 + close 2 minutes. These are optional subject starts alongside the integrated guide. Read sources exactly, then offer same-goal routes. Keep a record of exact first child response, information route, prompt/support and next teaching move privately. Public sharing and physical performance are optional. The child's message choices, actual making and any real reader response are different evidence.

Week 7 · Day 31 · Make a puppet's message

Target: represent the three Source A items with physical objects and pictures; partial AC9TDIFK02. Ready: three broad props, message board.

1. Welcome · 3 min. “Our puppet wants a little show. We can tell its helper what comes next.” Offer a tabletop puppet, an adult helper or words only.
2. Model · 4 min. Read A. Put the hand-outline card, star and folded card in its three places. Draw a simple picture of each below. Name objects and pictures separately; no real child hand or face is used.
3. Together · 5 min. Move the star picture to the first place as a practice error. “Does this still say the same thing?” Child directs its repair using the source, not an adult's pointing hint.
4. Child task · 7 min. Child builds/directs a new Source A object row and picture row, then tells a chosen helper how to read them. Physical movement is optional; exact descriptions are valid and recorded as descriptions.
5. Notice · 4 min. Ask “Which picture stands for this object?” Save the first match. If order slips, use one broad position at a time, then rebuild all three. Do not score drawing neatness.
6. Close · 2 min. Child keeps the board or privately shows it. “We kept the message while changing how it looks.”

Week 7 · Day 32 · Give your symbols a key

Target: make Source A in symbols with explicit Key 1; partial AC9TDIFK02. Ready: Key 1, blank three-place strip.

1. Welcome · 3 min. “A circle can stand for our wave if we tell the reader.” These are invented meanings, not official signs.
2. Model · 4 min. Read B. Match each symbol to its picture/prop. Adult models WAVE with a circle and reads the printed meaning; do not assume the icon explains itself.
3. Together · 5 min. Read circle/square/triangle one place at a time. Ask whether a stranger without the key would necessarily know. “We can give them the key.”
4. Child task · 7 min. Child builds/directs the entire A message under Key 1 and places the key beside it. Invite an exact spoken, signed or AAC read-back. Adult follows the child's choices.
5. Notice · 4 min. Record three correspondences. If a square is read as FINISH, return to the exact key after saving the first response. Shape recognition and reading support remain separate.
6. Close · 2 min. Child selects a label, “Pretend show key,” or asks an adult to label it. This is a data display, not a safety sign.

Week 7 · Day 33 · Test the board with a reader

Target: compare the source and another person's interpretation; partial AC9TDIFK02. Ready: child board, optional willing adult/puppet reader.

1. Welcome · 3 min. “Will this board help a reader get the same message?” A child can use a private adult or a clearly labelled practice role instead of peers.
2. Model · 4 min. Adult reads a new practice strip SQUARE → TRIANGLE under Key 1: SHOW STAR → FINISH. Explain that the source tells what it means, rather than the reader's guess.
3. Together · 5 min. Cover only the model's key. Ask what information the reader is missing. Uncover it; practice repair is supplying the matching key, not changing the meanings secretly.
4. Child task · 7 min. Child offers their A board and Key 1 to an actual willing reader, or asks an adult to roleplay a read. Capture actual words only if given. Child compares with A and chooses a useful change, such as larger labels or clearer gaps.
5. Notice · 4 min. Ask “What did the reader say? What does A say?” Preserve the child's first comparison. A roleplayed response is practice, not independent audience evidence.
6. Close · 2 min. Child can try the repaired board again for fun. Never turn a reader's mistake into a judgement about the child.

Week 7 · Day 34 · Keep personal details off the pretend show board

Target: identify some data about/owned by the child without giving its values; partial AC9TDIFP01, supporting AC9TDIFK02. Ready: empty category mat.

1. Welcome · 3 min. “The puppet needs its show message. It doesn't need your real name or photo.” Use no actual form or child image.
2. Model · 4 min. Point to the empty MY NAME category. Say it would hold information about a person; leave it empty. Compare with the invented circle/key, which says something about the pretend show.
3. Together · 5 min. Invite category choices: a photo of me, my voice recording, my own drawing. Ask whether each can be about them or their own creation, without showing or naming it. No absolute claim that an image is always private/public.
4. Child task · 7 min. Child identifies one own-data category and one invented show item, using broad tokens, words, sign or AAC. Make a new reminder for the puppet: “Our show board needs the message and key.” This is a low-stakes data task; school help/protective-behaviour teaching stays in the integrated guide.
5. Notice · 4 min. Record category only, never the value. If child starts giving personal details, stop collection kindly and use the empty category. Follow school procedures for any concern.
6. Close · 2 min. Keep real identifying details off the pretend board. A child may keep their own drawing privately; participation does not grant sharing permission.

Teacher clarification: “The supplied show key is pretend-show information. A key or board you make is your created data, even without your name.” Do not conflate authorship with identifying details.

Week 7 · Day 35 · Fresh check A: a new card show

Target: represent fresh data with its matching key and identify an own-data category; partial AC9TDIFK02/AC9TDIFP01. Ready: Check A, fresh sheet, key closed.

1. Welcome · 3 min. “New pretend show. Show your first idea in the way that works for you.” Offer rest/pass and private response.
2. Model · 4 min. Demonstrate only a response route on unrelated blank positions. Read the fresh source/key neutrally; give no matching symbol example.
3. Together · 5 min. Check access to the three positions and empty answer spaces. Explain repeat/read-back availability without suggesting an answer. No practice swap precedes this check.
4. Child task · 7 min. Give the three public prompts separately. Child builds/directs/draws/describes the representations and category response. Save first child-controlled work and exact support before feedback.
5. Notice · 4 min. Child may inspect their own work. Record first response and any self-revision separately. Consult the teacher key only after capture.
6. Close · 2 min. Thank the child; choose one later teaching step in a different setting. A single check is not a term grade.

Week 8 · Day 36 · Same message, different key

Target: preserve data when symbol meanings change; partial AC9TDIFK02. Ready: Key 2, A/B/C, blank strips.

1. Welcome · 3 min. “Our second studio uses different meanings. We still want the same show message.”
2. Model · 4 min. Read C and reread A. Show WAVE as SQUARE under Key 2; contrast with CIRCLE under Key 1. State which key is being used before each reading.
3. Together · 5 min. Read the old circle/square/triangle strip with Key 2: FINISH → WAVE → SHOW STAR. Ask whether it still matches A. Different symbols can preserve the data; identical symbols with a changed key may not.
4. Child task · 7 min. Child builds/directs A under Key 2, placing its key beside it. Translate back through props/pictures if useful. Child chooses whether a puppet/adult silently tries the new strip.
5. Notice · 4 min. Save the first three-place row. If the old strip is copied, match the first item to C, then try a new unrelated two-item message before returning.
6. Close · 2 min. “We changed the symbols and kept the message.” No algorithm outcome or mathematical repeating-pattern attainment is inferred.

Week 8 · Day 37 · Change one item, update every view

Target: revise objects/pictures/symbols faithfully to D; partial AC9TDIFK02. Ready: revision sheet, broad crescent card, A/D, Key 1 plus OVAL.

1. Welcome · 3 min. “Our maker wants to show a moon instead of a star. What needs changing?” The source is invented; this is not a real child's preference.
2. Model · 4 min. Read D and the new OVAL meaning. Compare A and D in plain words. First WAVE and final FINISH stay; only the middle changes.
3. Together · 5 min. Adult updates the object row but deliberately leaves the square in the symbol row. Ask where the two rows now disagree; point to the source only after the first response is saved.
4. Child task · 7 min. Child builds/directs the D object/picture/symbol rows with Key 1 plus OVAL. Keep earlier A separately labelled so a reader knows which version is current. No child must draw a detailed moon or cut one.
5. Notice · 4 min. Record the changed position and two held positions. If all items change, use broad same/change pockets and return to D's exact wording.
6. Close · 2 min. Invite a quiet private reader or keep the board. The order is represented data, not evidence of a performed show.

Week 8 · Day 38 · Try the message studio on a real device, or use paper

Target: represent D; conditional AC9TDIFK01 if actual child-guided system use occurs, partial AC9TDIFK02. Ready: device gate, studio or paper equivalent.

1. Welcome · 3 min. Offer paper, exact description or an approved actual device. “This tool can show a pretend message in two forms.” Screen use is optional.
2. Model · 4 min. On an approved device identify actual hardware and the running page. Show one unrelated fixed practice message. A screenshot or adult-only demonstration remains demonstration evidence.
3. Together · 5 min. Explain buttons and keyboard/assistive controls neutrally. Child chooses their route; an adult may support access without choosing the data. Paper uses identical options.
4. Child task · 7 min. Child selects/directs a fixed D message, chooses Key 1 or 2 and switches picture-word/symbol views. Ask what input they gave and what output helped a reader. There is no free text or recording. If an adult operates, record who acted and what the child recognised/explored.
5. Notice · 4 min. Record actual hardware, software, child action, visible output and purpose if observed. Paper can evidence representation; it cannot establish use of the running system. Leave missing events NOT OBSERVED.
6. Close · 2 min. Reset the display and rest eyes/attention according to local routine. No data is saved; the private teacher record stays outside this resource.

Week 8 · Day 39 · Make a message a reader can use

Target: child-select data, make three forms and test the matching key; partial AC9TDIFK02 with P01 category revisit. Ready: broad props/cards and blank board; optional willing reader.

1. Welcome · 3 min. “You can choose a tiny pretend show message.” Choose two or three WAVE/SHOW STAR/SHOW MOON/FINISH items, or pass. No real safety directions.
2. Model · 4 min. Adult invents a different short message and labels its source “Adult model.” Demonstrate how to attach the exact chosen key; remove the model before child work.
3. Together · 5 min. Discuss what a reader needs: the intended message, its order and a matching key. A real name/photo is unnecessary. Do not supply the child's choices.
4. Child task · 7 min. Child chooses, builds/directs/describes their own message in object, picture and symbol forms. Invite a willing private reader to read it, if desired. Compare actual interpretation with the child's stated message; revise one useful feature.
5. Notice · 4 min. Record child-chosen source, representations, key, actual handling/support and actual reader response if any. A described object row remains a described plan until constructed.
6. Close · 2 min. Child can enjoy a pretend tabletop show or keep their work private. Keep tomorrow's new check source unseen.

Week 8 · Day 40 · Fresh check B: one message, two keys

Target: preserve new data under two fresh keys; partial AC9TDIFK02, P01 own-data category recognition. Ready: Check B, fresh sheet, teacher key closed.

1. Welcome · 3 min. “These two new keys use the same shapes differently. Keep the message.” Offer any established route and pass.
2. Model · 4 min. Model only broad answer spaces with unrelated blank shapes. Read the two new keys, source and prompts neutrally; do not show a translated row.
3. Together · 5 min. Confirm accessible labels and positions. Repeat exact wording on request. Do not coach, point to a correct shape or play a matching example.
4. Child task · 7 min. Child represents the source under both keys, explains what stayed, and identifies an own-data category without filling it. Preserve first answer before feedback or worked variations.
5. Notice · 4 min. Child may compare their own work with the visible source. Record self-revision and any adult assistance separately; open the key afterward.
6. Close · 2 min. Select a new-context teaching move for any emerging target. No device exploration is inferred from a paper check.

Timing flexibility: the 25-minute schedule is an author plan, not a timed test. Offer a further short sitting for objects/pictures, the two translations or category response if needed, preserving first answers and recording support. Non-completion within seven minutes is not yet observable, not failure or inability.