This is a formative observation guide, not an achievement-standard decision. Record exact action/phrase, whether it was REAL, MODEL, PLAN, PERFORMANCE or a program run, access mode and prompts. A missing response may mean the route or time failed: mark not yet observed, adapt and sample again. Keep child work in school-approved private systems. A correctly labelled fictional card is useful reasoning evidence; it cannot prove a real place, tested material, bodily movement, sounded music, media production or digital implementation that did not occur.
| Day | What can count in this block, and its limit | Immediate next move |
|---|---|---|
| 11 | Actual prototype/property evidence needs making and the label test; paper plan only suggests a possibility. | If both fall, change the fold rather than declaring the material useless. |
| 12 | Generating/evaluating ideas is not evidence that a product functions until tested. | If 'best' rests on colour alone, return to the stated function and propose a fair test. |
| 13 | Making evidence needs an actual assembled prototype; directing a maker can evidence design decisions, with support recorded. | If the holder collapses, keep the first version as evidence and revise one fold. |
| 14 | Only real tested versions support function evidence. A MODEL table supports evaluation practice, not actual product performance. | If tests used different labels or time, repeat fairly before ranking. |
| 15 | A revised sketch is not a tested solution; observed function and criteria need an actual remake/retest. | If the child changes several things at once, record them and try a one-change follow-up. |
| 16 | This shows representation choices, not a live digital system or a real person's borrowing data. | If two symbols mean the same thing, redesign one and retest with a reader. |
| 17 | Unplugged tracing supports algorithm-following, not implemented visual-program evidence. | If the branch is treated as an action order, pause at the comparison and test both cases. |
| 18 | A drawn loop is evidence of describing/tracing an algorithm; it is not yet an implemented program. | If a token is skipped, restart with an input counter and require one output per input. |
| 19 | AC9TDI4P04 evidence requires actual student-controlled program run and change; unplugged tracing supports P02 only. No user data is collected. | If output is surprising, step through one token at a time and inspect the IF comparison. |
| 20 | Testing a program requires an actual run; paper comparison supports algorithm/design evaluation but not implemented-code performance. | If the recommendation ignores a failed case, revise a block or criterion and test again. |
Boundaries to revisit: The national code crosswalk is partial; see source and rights ledger. Actual Year 4 curriculum decisions, safety approvals, access routes and any real-world investigation belong to the school and relevant local authorities.
Original SubjectNest lesson text and cards © NeuroForgeIO Pty Ltd 2026, CC BY 4.0; credit, link and indicate changes. Curriculum wording keeps separate ACARA terms.