Day 129 · Which bit is mine?Foundation Digital Tech · T3 W25–26 · Lessons / Day 129

Choose a small start

You get to choose what you share.

Complete source

Invented maker account: Ari directs a new zigzag creature drawing and asks an adult to write ZIG beside it. The adult follows that choice. Ari says, That is my creature choice. A ready-made star picture belongs to the supplied pack. Ari keeps the new choice private.

Day

129

Where to begin

Begin with one neutrally described item/key and wanted access if choices are unfamiliar. Prior sessions are options, not guaranteed mastery; add items or a real system turn only where suitable.

Adult reasoning for the different source

Content choice and faithful helper making are separate roles. Declined share is honoured without identifiers.

A different complete source

Invented maker account: Bo selects two stripes for a pretend scarf card and directs STRIPES. Mai draws exactly as directed. Bo identifies it as their chosen card and declines showing another group.

Materials

Broad scrap paper/cards and thick pencil or wanted faithful helper. Adult checks safe materials and approved device access. No small loose parts, cutting, food, purchase, printer, photo, account or outdoor visit required.

Next teaching

Offer an empty broad space for a harmless creature/pattern. After genuinely making/directing it, privately invite recognition of the chosen own contribution. Pass leaves the opportunity open without demanding private values.

Notice

After an actual made/directed nonpersonal own contribution, the learner may identify a personally chosen own-data example; generic fictional sorting alone is insufficient.

Parent offer

Read the complete source above and offer the short child start. One card or one wanted direction is enough. Let the child choose their own job/key before using the worked reasoning. Use broad paper/drawing/usual communication or a faithful helper; devices are optional. If a real tool is used, name who chose and who operated, and keep only the result actually observed. Private/pass/rest/return are available. Keep a chosen own record if wanted, without identifiers or claims of progress from one task.

Choose a route

1. Id

   D129-R1

   Target

   After an actual made/directed nonpersonal own contribution, the learner may identify a personally chosen own-data example; generic fictional sorting alone is insufficient.

   Words

   Make/direct an original harmless picture/mark. Privately point to the actual contribution reflecting your own choice and keep it covered if wanted.

2. Id

   D129-R2

   Target

   After an actual made/directed nonpersonal own contribution, the learner may identify a personally chosen own-data example; generic fictional sorting alone is insufficient.

   Words

   Draw/dictate a new nonidentifying creature/pattern and broad label. If wanted, say which choice is yours; no real name/private value needed.

3. Id

   D129-R3

   Target

   After an actual made/directed nonpersonal own contribution, the learner may identify a personally chosen own-data example; generic fictional sorting alone is insufficient.

   Words

   Direct a helper’s making through usual communication and identify the actual selected contribution only if wanted. Record content chooser versus maker and respect no-share/pass.

Teaching steps

1. Title

   Choose a useful start

   Words

   You get to choose what you share. Offer one broad item and an explicit key first if needed. Invite an own idea before showing the adult model. Read the complete original fictional source in wanted short chunks. No independent reading, exact counting, speech, colour discrimination or mouse skill is required.

2. Title

   Model one meaningful link

   Words

   Complete source: Invented maker account: Ari directs a new zigzag creature drawing and asks an adult to write ZIG beside it. The adult follows that choice. Ari says, That is my creature choice. A ready-made star picture belongs to the supplied pack. Ari keeps the new choice private. Adult worked reasoning after the child’s first idea: Ari recognises a personally chosen contribution in this fiction; the pack picture is supplied. This is not the actual learner’s own-data recognition. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation.

3. Title

   Use a different whole source together

   Words

   Complete different guided source: Invented maker account: Bo selects two stripes for a pretend scarf card and directs STRIPES. Mai draws exactly as directed. Bo identifies it as their chosen card and declines showing another group. Invite a choice/explanation before feedback. Adult worked reasoning: Content choice and faithful helper making are separate roles. Declined share is honoured without identifiers. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt.

4. Title

   Choose a route with the same purpose

   Words

   Use one of the three complete routes below and switch whenever useful. A helper handles locally safe materials/equipment exactly as directed and reads neutrally. Record content help and actual operator. Paper and observation remain participation without becoming running software or independent child operation.

5. Title

   Make or direct an own contribution

   Words

   Child start: You get to choose what you share. Choose a harmless collection or use the full source. Keep actual own words/drawing/direction before feedback, with every own field initially blank. One entry or selected prompt may be enough. Rest, pass, private work and return are available; no public audience or identifiers are required.

6. Title

   Notice and respond with teaching

   Words

   Specific observation target: After an actual made/directed nonpersonal own contribution, the learner may identify a personally chosen own-data example; generic fictional sorting alone is insufficient. Specific next teaching: Offer an empty broad space for a harmless creature/pattern. After genuinely making/directing it, privately invite recognition of the chosen own contribution. Pass leaves the opportunity open without demanding private values. Record source/date/first-or-revised contribution and actual help where appropriate. These are original formative observations, not QCAA bands, automatic learning gains or an annual certificate. Extra material is optional.

Time

Unpiloted flexible 15–25 minute offer, in short pieces. A 3–8 minute child start can be today’s whole task; no timer/speed criterion.

Title

Which bit is mine?

Week

26

Adult reasoning after an own attempt

Ari recognises a personally chosen contribution in this fiction; the pack picture is supplied. This is not the actual learner’s own-data recognition.