Keep this separate from learner cards and print aids. All named people/rooms are fictional. A source-card statement, a child's prediction, and an actual class observation must remain separate in records. There is no fixed result for a real paper-material test, a real peer's feedback or an approved device demonstration. Record exact child response | actual/paper/fictional source | independent/prompted/not yet observed | access mode | next move. The Design and Digital Technologies descriptions are Years 1–2 band descriptions and this fortnight gives partial evidence only. Tool-specific codes require actual approved use, not a paper promise.
| Day | Look for in the chosen task | Accurate interpretation | If incomplete, exact next move |
|---|---|---|---|
| 11 | Known user's words, an unanswered question and a testable stand need. | Mina asks for three visible ordered story cards and a separate number card; source does not state a diagnosis, exact card size or actual table behaviour. A class mat test is new local evidence. | Re-read Mina's sentence, underline/point to her own need, then put an unknown card beside any added assumption. Recheck with a new fictional user brief. |
| 12 | Safe comparison of card movement on two arrangements, actual log. | No published “best material” answer. Child can say one card stayed/slid/tipped in this test, noting material/shape and hand angle may vary. | If prediction is reported as observation, place before/after cards apart and replay an approved gentle test. If unsafe handling appears, stop and model safe adult operation. |
| 13 | Two ideas, reason, first/next/last and making sequence. | Story event order: signs drawn → moved → clipped/mapped. 64 is six tens/four ones in the invented model, a different-format card. Making sequence should include safe material choice, build, test and revision. |
If both ideas are identical, offer a different fold/slot model without choosing for the learner. If sequence omits test, put a blank test card before the final-share card and ask what it would show. |
| 14 | Prototype, actual first result, one named change, actual retest. | Card 14's question is fictional; only class test tells what this stand did. A stable or unstable result can both support learning. | If “better” lacks evidence, ask where middle card was before/after. If two features changed, say the test cannot isolate one cause, then choose a single feature for the next trial. |
| 15 | Stand/plan meets a user brief, ordered story and separate number card, safe making/test evidence, transfer. | 68 is six tens/eight ones in fictional card content. Success means a tester can find order and distinguish the number card in this setup; the result can be partial. Transfer changes a design for two cards/no clip and names a still-needed test. |
Use the Week 3 rubric. If the child can design but not safely build, preserve design evidence and schedule an adult-assisted making trial; if transfer is copied unchanged, reread new constraint and ask which component depended on the clip. |
| 16 | User need, actual device components if used, paper/system distinction, data question. | Kai asks for STORY/NUMBER choice and a clear output, but no diagnosis or actual location is known. On an actual device, input is choice/tap/key and output is changed display; paper can model that relation but cannot demonstrate digital operation. Some apps/sites store personal data online; check the specific tool. | If child calls paper a functioning digital system, trace a real approved device interaction later. If child says “every app stores everything,” replace with some may and ask how a trusted adult checks before use. |
| 17 | Both branches and not clear return path. |
A valid trace is START → choose STORY or NUMBER → matching output → ask clear? → if no return and revise one cue; if yes END. 80 is invented number output, not stock. |
If both branches converge to the same output, run STORY and NUMBER with two different tokens and move one output card. If loop is missing, trace not clear and add a return arrow. |
| 18 | Distinct output representations, actual creation mode, test revision. | STORY can show three ordered rectangles and word/symbol; NUMBER can show 84 and eight tens/four ones in fictional data. Paper mock shows a design; AC9TDI2P04 requires actual common digital-tool creation/location/communication. |
If a numeral alone confuses the tester, ask what second representation would help this known task. If device feature was only operated by teacher without child direction, collect child-directed operation later and record help honestly. |
| 19 | Guided actual user test, one revision, privacy sort. | Original symbol and fictional 84 can be used under today's no-personal-data rule; real child photo and real name are excluded. Fictional feedback is not actual peer feedback. AC9TDI2P05 requires actual guided digital sharing/collaboration and agreed behaviour, not paper partner work alone. |
If source types blend, label fictional quote vs peer said/did today. If photo/name chosen, revisit no-personal-data rule and ask a trusted adult about the specific tool and permission. |
| 20 | Two matching outputs, valid branch/retry, evidence-led revision, privacy, transfer. | The guide can be paper or approved offline digital. A paper guide is a valid algorithm/design product without observed digital-tool use. New user's screen/sound constraint prompts a paper, tactile or adult-read option and a user question; no universal access fix is claimed. | Use the Week 4 rubric. If the algorithm has no return, trace a failed cue and revise. If child claims tool skills from paper, schedule supervised device practice. |
Week 3 assignment rubric
Score each criterion 2 independently observed / 1 after a limited cue / 0 not yet observed with access available, and record the actual evidence. Do not add scores into a fixed ability rank; a missing making observation under an access barrier is not yet observed, then change access.
| Criterion | Evidence for 2 | Precise next teaching if 0/1 |
|---|---|---|
| User-centred plan | Identifies Mina's stated three-card order, keeps separate number card, chooses one of two ideas with a reason. | Revisit source word-for-word, use three physical cards and a distinct number card; ask which design choice solves which need. |
| Safe making sequence | Gives a safe material/step/test order and participates through an appropriate maker or child-directed adult route. | Model one fold/placement with adult pre-cut pieces; child sequences two steps, then adds test. Do not infer hand skill from design reasoning. |
| Test and revision | Reports what a reader actually saw or where a card moved; changes one feature and retests or names why a retest is needed. | Separate fictional feedback from class result; place first/second trial records side by side and ask which observation drove change. |
| Communication and transfer | Presents first/next/last and 68 separately, then adapts a design for two cards/no clip and names what needs testing. |
Use first/next/last symbols, then reveal the new constraint and ask which old part no longer applies. Later recheck with a different card size. |
Later unfamiliar recheck: Give a new explicitly fictional user with four cards on a narrow tray and no stiff card; ask the learner to sketch one adaptation, select a safe test and identify what remains unknown. The new brief is a transfer of design reasoning, not a claim that the original stand already meets it. A second independent making sample is needed before judging making skill across materials.
Week 4 assignment rubric
Use the same 2 / 1 / 0 or not yet observed recording rule for each distinct element. Mark the tool mode. A paper-only route can earn strong algorithm and user-design evidence; it cannot be counted as observed use/sharing of a digital tool.
| Criterion | Evidence for 2 | Precise next teaching if 0/1 |
|---|---|---|
| Known user/problem | States Kai's STORY/NUMBER choice and a question before assuming a real user's needs. | Re-read only Kai's quoted words; place unknown cards under any invented personal trait. |
| Algorithm | Traces sequence, two different branches, not clear return and END. |
Give one token for each choice, trace both, then add the missing return arrow with child direction. |
| Data and meaning | Uses two suitable data forms in outputs, differentiates STORY from fictional 84 NUMBER model, and explains one sentence boundary in a caption if written. |
Match each icon to the selected station; if 84 is confused with actual stock, point to fictional label and maths model separately. English boundary evidence stays with English check. |
| Test, revision and transfer | Reports actual tester choice/output, changes a cue for a reason, adapts an output to a new no-screen/no-sound brief, asks user before assuming fit. | Run a fresh route trace, log one observed confusion and make one change; give a tactile/paper option as a proposal to test, not an automatic cure. |
| Responsible tool collaboration | Follows agreed turns and privacy; if actual approved digital tool used, creates/locates/shares content under trusted adult guidance with exact actions recorded. | Rehearse turn and no-personal-data rule; when approved, schedule one child-directed device operation. Do not award tool-use evidence from paper planning. |
Later unfamiliar recheck: Use a new imaginary guide with ART and MUSIC choices and a missing not clear return. Ask learner to show both branches, debug the loop and choose what personal data, if any, the guide should request. Expected: no personal data needed for this fictional choice task; a trusted adult checks any actual app. If a digital tool outcome is targeted, observe an approved device action in a separate later sample.
Cross-subject boundary: English adult-read captions, controlled phonics Route A/B, and maths numbers 52/64/68/80/84 are coordinated examples. Do not copy the Technologies rubric score into English decoding or mathematics place-value records. Their English and mathematics checks remain separate.
Reuse: Original SubjectNest formative guidance © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit source and mark changes.