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D-later · educator feedbackFoundation Digital Tech · T3 W23–24 · Teacher · Teacher / D later criteria

Full source

Invented maker record: “A blank template was supplied. The fictional maker chose two parallel lines with key VIEW A PRETEND BOAT DRAWING. A helper entered the lines and chosen key into a program. The maker asked to keep it private. No activation/result record is supplied.” Page B says “An imaginary boat outline, not a trip”. Generic SCHOOL PHOTO category has no photograph, person or location.

Questions, criterion and next teaching

1. Question: Who chose the lines and words, and asked to keep them private? Who put them into the program? Does the story tell us someone opened the boat page?

Source-specific criterion / next help: Maker chose lines/key/private; helper entered. No activation record, not evidence that activation never happened. Next: distinguish authored entry, actual run and recorded output in an ordinary menu.

2. Question: Does this imaginary boat show need a school photo that identifies someone? Tell us why. Do not use a real photo.

Source-specific criterion / next help: Imaginary boat-purpose needs no identifying photo. Next: replace a generic personal category with a complete fictional key; do not collect private data.

3. Question: Choose your own make-believe part. Make it, direct a helper, or keep it as an idea. Tell or show who did each part.

Source-specific criterion / next help: Actual chosen content and attributed construction/operator; unmade remains planned. Next: offer a new neutral purpose and let the child direct one complete contribution.

4. Question: If you really chose a part, you can tell or show it privately, or pass. What can we still not tell about using this show?

Source-specific criterion / next help: Actual owned recognition if elicited, or pass; trip/activation/output/user success unestablished. Next: a willing test can be separately proposed, with exact occurred/unknown/not-tried states.

Original grown-up component demands

1. Separate the maker's actual recorded choices from the helper's entry action and the not-supplied run.

2. Explain why an identifying SCHOOL PHOTO is unnecessary; use only the generic category, not a real photo.

3. Choose a different own nonpersonal contribution, make/direct it if wanted or keep it planned; say who constructs/operates.

4. Recognise an actual own contribution privately or pass. What outcome can we not claim from this account?

Before offering this selected story, check whole-account familiarity and offer wanted access or communication help. Capture the first response before teaching; passed, declined, unknown and unelicited remain distinct. Keep generic private notes with no child identifiers. Record who chose, who constructed or operated, literal help, and whether each action was actually performed or only planned. A paper plan or source answer does not establish a real software encounter. Any optional actual device action needs a suitable locally approved familiar system and wanted help; an adult records its actual input, software purpose, displayed output and operator separately. Recognition of a genuinely chosen own part is optional, private and can be declined; supplied fiction or generic sorting cannot establish it. Consult only the selected full staff feedback after capture.

Capture before teaching

Unencountered refers to this whole underlying account, not a filename or familiar generic component. Record original response and support first; declined/unelicited is not wrong. Optional actual child actions need an actual locally approved encounter and attributed operator. Generic sorting and supplied fictional ownership are not evidence of learner P01. These criteria are original and noncalibrated.

Selected source · Selected own blank · Educator desk