Integrated guide — A two-choice learning guideYear 1 · T1 · Week 04 Two Choice Learning Guide

Development draft · 29 September 2026 · five 35-minute sessions (Days 16–20). Children design an imaginary classroom guide for a fictional known user choosing between a story-card station and a number-card station. This is a substantial Digital Technologies project: identify a digital system and its components, represent information, follow a branch-and-repeat algorithm, create/test content with an approved tool, collaborate with agreed behaviours, and discuss personal-data storage. Pair with English Days 16–20 and mathematics Days 16–20, but keep each subject's independent assessment separate. English's ck Route A is only for schools teaching it now; this guide's adult-read captions work equally with Route B. The number branch may use 84 as eight tens/four ones after maths Day 18, clearly labelled fictional station content. This is a partial Years 1–2 band sequence; see exact crosswalk.

Prepare: School-approved teacher-managed offline slide/presentation or drawing tool with two blank screens and a button/next feature, only if available and permitted; otherwise use paper screen cards and a token. No child photo, voice, real school map, personal name, account credential, upload or public link is needed. Before use, teacher checks device accessibility, consent/data policy, display visibility, content storage and deletion. The teacher controls the device where required; the child directs choices. Distinguish evidence honestly: a paper algorithm can show sequence/branch/repetition and design thinking, but it does not prove use of digital-system components, creation in a digital tool, or digital sharing. Mark AC9TDI2K01, AC9TDI2P04 and AC9TDI2P05 only from an actual approved digital-system interaction. Discussion of data storage (AC9TDI2P07) can be oral with no account use. Do not ask a child to enter or reveal credentials.

Use: Give the relevant fictional learner source card, the original A4 branch planner or text/tactile route. Keep keys and next moves teacher-side. Record actual device or paper | child action/decision | source label | prompt/access | next step. Speech, sign, AAC, pointing, tactile shapes, drawing, typing and child-directed adult operation are available. A public display or a real disabled child is not needed to test the invented user brief. Home route: three paper rectangles and a choice token, no account or purchase.

Day 16 — What could a digital guide help a known user do?

Question: What is the problem, and what does the system take in and show? Codes: AC9TDI2K01, AC9TDI2P01, AC9TDI2P03, AC9TDI2P07. 35 = 4 brief + 6 model + 12 investigate + 10 compare + 3 exit.

1. Brief · 4 min. Read Card 16, labelled fiction. Kai wants to choose a story-card or number-card activity in an imaginary room without hearing a long explanation. Ask what Kai said and what we do not know about Kai. Do not infer a diagnosis or an actual school's layout.
2. Model · 6 min. On a permitted offline device, teacher shows two blank screens. Identify input (adult/child chooses an on-screen shape or key), system/component (device and display), output (screen changes). If no device is permitted, show paper rectangles as a model of a possible system and mark actual device evidence unobserved.
3. Investigate · 12 min. Learners compare a teacher-managed two-screen demo with paper signs for the same invented task. Which allows the user to change choice? Which can be used without electricity? Ask what content is already stored in the approved demo, if known, and what is unknown. Do not claim every app stores the same data.
4. Compare · 10 min. Pairs list one feature Kai may need—large symbol, word label, repeat choice—and one question a real user would need to answer. Teacher says: “Some websites and apps store personal data online. We will use no name or photo and will ask a trusted adult before using an online tool.” Reuse/sustainability and accessibility are design considerations; no device is automatically best.
5. Exit · 3 min. “What is one input and one output on the actual demo? What would you ask before uploading a child's name?” Teacher check: actual system vs paper model, and data caution. If no device was used, ask “what would a tap do in our plan?” and mark system exploration pending.

Home/access/extension: Use two paper screens and a token to plan; no online tool. Extension: compare a screen reader or tactile paper cue as possible access routes without asserting one works for every person.

Day 17 — A choice, a branch and a repeat

Question: How does a guide respond when the user chooses a different station or needs to try again? Codes: AC9TDI2K02, AC9TDI2P02, AC9TDE2P01. 35 = 4 retrieve + 6 model + 12 algorithm + 10 trace/debug + 3 exit.

1. Retrieve · 4 min. Recall the two invented stations. In maths Day 17 the class exchanges to 80; place the numeral 80 on the number station card as a familiar example, with no claim of real inventory. The story station gets a three-card picture symbol.
2. Model · 6 min. Arrange START → choose STORY or NUMBER → show the chosen station symbol → ask “clear?” → if no, return and change one cue → if yes, END. Point to sequence, the if branch and the return loop. The child may press a real approved next button or move paper tokens; distinguish which happened.
3. Algorithm · 12 min. Pairs use Card 17 to make the two branches. Represent data with picture, symbol, number and an adult-read word label. A child chooses which forms help Kai; do not require small print recognition.
4. Trace/debug · 10 min. Teacher gives two test inputs, first STORY then NUMBER, and a third not clear. Children trace each route with a token or approved device. If both branches show the same content by mistake, move one card; if not clear has no return, add a loop. Record the child's change rather than quietly repairing it for them.
5. Exit · 3 min. “Where does the NUMBER choice go? What happens after not clear?” Teacher check: branch and repetition. If a child repeats from END without re-choosing, have them trace the arrow to the correct earlier step.

Home/access/extension: Use three cut paper screens, raised strings/arrows or AAC choices. Extension: add a back control only if it stays understandable; this is an adult-read system label, not a claim about the English phonics route.

Day 18 — Make the content and a prototype

Question: Can Kai recognise each station from the output? Codes: AC9TDI2K02, AC9TDI2P02, AC9TDI2P04 (actual tool only), AC9TDE2P01. 35 = 4 plan + 6 model + 12 make + 10 test + 3 exit.

1. Plan · 4 min. Place an original story-card symbol (three ordered rectangles) and a number-card symbol (eight tens strips plus four dots) side by side. The number output represents 84, which maths Day 18 develops; label it fictional. Ask whether a numeral alone would tell every user what the station is.
2. Model · 6 min. On an approved offline tool, teacher demonstrates how to create a blank slide, place one original shape, add a teacher-read word label, save, locate the slide and show it to the user. If the tool is unavailable, model the same layout on paper and do not mark digital-tool use observed. No child name or location is entered.
3. Make · 12 min. Learners make two screens or paper equivalents: one STORY output with ordered cards, one NUMBER output with 84 and its eight-tens/four-ones model. Child chooses at least two data forms for each as useful. They can dictate an original two-sentence caption to an adult; English Day 18 checks capitals, spacing and full stops separately. Adult-read captions are not labelled independent child-decodable text.
4. Test · 10 min. Partner chooses one branch without seeing the maker's pointing. Does the output match choice? Can the partner tell which station it represents? Invite one neutral question and change one confusing symbol or caption. Note actual user response; a paper trace remains design evidence, not digital-tool skill.
5. Exit · 3 min. “Show the output for STORY; show the output for NUMBER. What did you change after the test?” Teacher check: branch outputs differ and revision is traceable. If the numeral is mistaken for a real count, return to the fictional source label.

Home/access/extension: Paper rectangles and tokens replicate the decision logic. A child can direct an adult to operate the approved tool. Extension: explain a trade-off between picture, word and number representations for a particular user question.

Day 19 — Collaborate, test, protect information

Question: What does another user understand, and what do we keep private? Codes: AC9TDI2P03, AC9TDI2P05 (actual guided digital sharing only), AC9TDI2P07, AC9TDE2P03. 35 = 4 agree rules + 6 test model + 12 user try + 10 revise/privacy + 3 exit.

1. Agree rules · 4 min. Set the local routine: ask before taking a turn, do not enter names/photos, adult controls saving/sharing, stop when someone says stop. Discuss that some apps/websites store personal data online; the teacher checks the specific tool before use. Do not request a password or assume an offline tool is risk-free without checking.
2. Test model · 6 min. Teacher plays a neutral user who selects STORY, then says a caption is hard to see. Show how to ask “Which cue was unclear?” rather than saying a user is wrong. The Card 19 quote is fictional rehearsal, not actual class feedback.
3. User try · 12 min. With teacher supervision and agreed consent, a peer tries the approved offline prototype. The maker observes choice, output and any return path without recording the peer's name. If no device is used, trace paper branches with a partner and record paper collaboration, not digital sharing. An adult can operate the device under the learner's direction.
4. Revise/privacy · 10 min. Learners change one confusing cue and test again. Then sort four proposed content items: original symbol; fictional station number; child photo; real name. Select what can be included under today's no-personal-data rule and explain why. School policy decides any future digital sharing; no upload here.
5. Exit · 3 min. “What did your actual user try show? What would you ask a trusted adult before using an online app?” Teacher check: observed result vs fictional feedback and data caution. If a child says every app stores everything, replace that with “some apps may store data; check the specific tool.”

Home/access/extension: Use a family member only as an optional paper tester; no one needs to use an account. A solo learner can test with a teacher playing both choices. Extension: compare whether reusing paper or a shared existing device better fits this specific use without claiming a universal winner.

Day 20 — Larger assignment: a usable two-choice guide

Question: Can a new user choose, see the right output, try again and understand the message? Codes: AC9TDI2K01, AC9TDI2K02, AC9TDI2P01, AC9TDI2P02, AC9TDI2P03, AC9TDI2P04 and AC9TDI2P05 only when actual approved digital actions occur, plus AC9TDI2P07, AC9TDE2P03. 35 = 4 brief + 5 plan + 15 make/test/share + 8 transfer + 3 exit.

1. Brief · 4 min. Give Week 4 assignment. The fictional known user Kai must choose STORY or NUMBER, see two different outputs, and have a way to go back when a cue is unclear. No actual school map, personal data or public share.
2. Plan · 5 min. Learner states the algorithm aloud/by tokens: choose → branch → output → clear? → repeat once if no. They decide what the STORY and NUMBER outputs show and which original data forms serve the task.
3. Make/test/share · 15 min. Complete the approved offline prototype or paper model, try both choices and the not clear loop, revise one cue from test evidence, and explain one safe data choice. Teacher notes whether actual basic tool features, locating content and guided sharing were observed. A paper result is a valid conceptual product, but those tool codes stay unobserved.
4. Transfer · 8 min. Give new Card 20: a different fictional user needs a route without a screen or sound. Ask the child to adapt one output using paper, tactile shapes or adult read-aloud; explain which part of the algorithm stays the same. No one child speaks for a disability group.
5. Exit · 3 min. “Which branch did your tester choose? What output appeared? What did you revise?” Use rubric and exact next moves; do not claim full Digital Technologies band attainment from one guide.

Home/access/extension: Paper model is complete as an at-home design activity; an actual school digital interaction remains a separate class opportunity. Extension: add a third choice only after both original branches work, then trace all routes and discuss cognitive load for the known user.

Rights: Original fictional brief, algorithm, scripts and assignment © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit source and mark changes. ACARA text retains separate terms; no endorsement. Educator, Technologies, access, privacy and local-syllabus review pending.