No colour/printing required. Usual speech/sign/AAC, tactile grouping or scribe can preserve ordered words and enclosures. Original model quantities are not observed child runs. Every page header: SUBJECTNEST · YEAR 5 DIGITAL TECHNOLOGIES. Every page footer: Original fictional teaching model · no child/user trial or real allocation claim ©2026 NeuroForgeIO Pty Ltd · SubjectNest · CC BY 4.0 · credit/link/change DejaVu font: separate Bitstream Vera terms; changes public domain. See notice.
block-meanings · A total can start or change
ORDINARY: choose/compare, then make your own
Pretend Moon sticker tray: start one, add two, display the total.
SET replaces total. ADD increases the existing total. SHOW displays it.
SET 1; ADD 2; SHOW gives 3. Another ADD 2 would give 5.
SET 2 instead would replace the total with 2.
Choose your own purpose and instructions; this model is not your work.
Diagram in exact top-to-bottom order:
SET 1 | unset → 1
ADD 2 | 1 → 3
SHOW | display 3
The diagram groups each labelled instruction/test with its state/outcome or blank choice. It contains no extra unstated arrows/answer. Held blanks remain unfilled; teacher key separate.
input-trace · Follow each input and total
ORDINARY: choose/compare, then make your own
Pretend telescope tokens: SET 0; FOR EACH [ADD input]; SHOW.
Ordered input batch [1, 2]. The loop uses each record once.
Changing the second record to 5 makes totals 1, then 6.
Choose an own batch; inspect each before/after state in an actual run.
Diagram in exact top-to-bottom order:
Record 1 / input 1 | 0 → 1
Record 2 / input 2 | 1 → 3
SHOW | display 3
The diagram groups each labelled instruction/test with its state/outcome or blank choice. It contains no extra unstated arrows/answer. Held blanks remain unfilled; teacher key separate.
initialise-once · Which steps are inside?
ORDINARY: choose/compare, then make your own
Pretend lantern marks, input batch [1, 3].
A: SET 2; FOR EACH [ADD input]; SHOW. B: FOR EACH [SET 2; ADD input]; SHOW.
A keeps the start once. B resets on every record.
Empty input: A displays 2. B leaves total unset; SHOW cannot complete.
Choose a placement for your own story. A paper trace remains reasoning.
Diagram in exact top-to-bottom order:
A · SET once | 2 → 3 → 6; SHOW 6
B · SET each record | 2 → 3; reset 2 → 5; SHOW 5
The diagram groups each labelled instruction/test with its state/outcome or blank choice. It contains no extra unstated arrows/answer. Held blanks remain unfilled; teacher key separate.
three-alternatives · One record chooses a path
ORDINARY: choose/compare, then make your own
Pretend kite badges: start 0. For each record:
IF input < 2 ADD 0; ELSE IF input < 5 ADD 3; ELSE ADD 5.
On [1, 3, 8], totals 0, 3, 8. Input 2 is middle; input 5 is last.
The second IF happens only when the first comparison fails.
Make your own meaningful alternatives and inspect changed input.
Diagram in exact top-to-bottom order:
input < 2? | THEN ADD 0
ELSE: input < 5? | THEN ADD 3
second ELSE | ADD 5
The diagram groups each labelled instruction/test with its state/outcome or blank choice. It contains no extra unstated arrows/answer. Held blanks remain unfilled; teacher key separate.
boundary-test · Try the exact boundary
ORDINARY: choose/compare, then make your own
Pretend prism tokens: start 0. IF input < 4 ADD 1; ELSE ADD 3.
Input 4 goes to ELSE and makes 3. Change < to ≤: input 4 makes 1.
Input 3 makes 1 in both versions; it does not reveal this difference.
Choose a test that separates your own rules. Rerun after a change.
Diagram in exact top-to-bottom order:
input 3 | < 4 → 1; ≤ 4 → 1
input 4 | < 4 → 3; ≤ 4 → 1
input 5 | < 4 → 3; ≤ 4 → 3
The diagram groups each labelled instruction/test with its state/outcome or blank choice. It contains no extra unstated arrows/answer. Held blanks remain unfilled; teacher key separate.
own-story · My total, my chosen rule
ORDINARY: choose/compare, then make your own
Invent a harmless purpose, or enjoy the programme puzzle itself.
My user wants to: __________________________________________
The total means: ___________________________________________
One criterion I can check: __________________________________
My chosen input/change: ____________________________________
Actual run or planned trace? Who entered/changed the blocks?
One meaningful first choice is enough; continue another sitting.
Diagram in exact top-to-bottom order:
Start once? | My SET choice: __________
Repeat / alternatives? | My own body or path: __________
Inspect / revise? | My useful evidence: __________
The diagram groups each labelled instruction/test with its state/outcome or blank choice. It contains no extra unstated arrows/answer. Held blanks remain unfilled; teacher key separate.
fresh-e · Held E · Pretend stage energy
HELD: first own response before help/key
Entirely fictional total, not a real energy or safety task.
Start total 3. Ordered input batch [2, 4, 1].
User criterion: include the start once and add every record.
Candidate: FOR EACH [SET 3; ADD current input]; SHOW.
Predict or trace; choose a repair or another own algorithm; explain.
With approved access create/change your own blocks, Run and inspect.
Record actual operator/help. Capture first evidence before feedback.
Diagram in exact top-to-bottom order:
Source batch | [2, 4, 1]
Candidate repeated body | SET 3; ADD current input
My choice / reason | ___________________________
The diagram groups each labelled instruction/test with its state/outcome or blank choice. It contains no extra unstated arrows/answer. Held blanks remain unfilled; teacher key separate.
fresh-f · Held F · Pretend packet score
HELD: first own response before help/key
Entirely fictional tokens, not real ranking or allocation.
Start total 2. For each input: < 3 add 1; otherwise < 6 add 2; else add 4.
New batch [1, 4, 7]. Changed boundary batch [3, 6]; empty batch [].
Criteria: start once; every record; one outcome each; final total visible.
Generate/compare an own design. With approved access create/run it.
Inspect input, branch and before/after total. Test changed input.
One meaningful first component before help; continue another sitting.
Diagram in exact top-to-bottom order:
First own design | ___________________________
My useful test / prediction | ___________________________
Actual run / help / next choice | ___________________________
The diagram groups each labelled instruction/test with its state/outcome or blank choice. It contains no extra unstated arrows/answer. Held blanks remain unfilled; teacher key separate.