Days 11–15 sample Design and Technologies through a fictional portable display tray. Days 16–20 sample Digital Technologies through nonpersonal integer data, a binary grid and an original offline Python bug lab. No real device, account, upload, personal dataset, energy system or purchase is required. A sketch is design evidence, not a made/tested product; reading code is tracing, not implementation. Teacher-approved tools only. Use design/data mat, binary grid, learner copy and staff key.
Day 11 · Define a display-tray need · AC9TDE8P01
Kit: invented brief: a table needs a portable paper tray for 12 replica cards, each 10×7 cm; no real heritage object. 0–2: Name users and constraint: cards must be visible and removable. 2–4: Ask what must be measured before choosing material. 4–10: List card size, tray base, fold strength and safe edges; compare paper versus scrap cardboard as possibilities without claiming a winner. 10–12: Check: a need statement precedes material choice. Routes: handle blank cards; tactile size strips; dictate a user story. Response move: if learner designs for a guessed disability or venue, seek a general access criterion and local review. Home: sketch a portable holder from imaginary materials.
Day 12 · Material property is a test question · AC9TDE8K06, AC9TDE8P04
Kit: paper and cardboard sample strips, no blades. 0–2: State “stiffer” needs a defined comparison. 2–4: Predict a safe test using the same strip length and paper load. 4–10: Under teacher approval, flex two strips gently or keep as a paper test plan; record observation only if done. Add paper use/reuse as a criterion to investigate, not a measured environmental benefit. 10–12: Check: one bend does not certify long-term strength. Routes: supervised handling; enlarged/tactile comparison; text test plan. Response move: separate measured stiffness under this setup from general durability. Home: no home tool test.
Day 13 · Two designs, one changed feature · AC9TDE8P02
Kit: original blank orthographic sketch boxes; 12 replica-card paper rectangles. 0–2: Review the 12-card need. 2–4: Predict effect of wider base versus taller side on stability and access, as a hypothesis. 4–10: Draw or direct two layouts with dimensions and an arrow labelling the changed feature. Make a quick folded paper mock-up only if permitted. 10–12: Check: the sketch communicates a design but does not prove stability. Routes: draw; arrange tactile rectangles; narrate a labelled diagram to a scribe. Response move: if two variables change, circle one to compare first. Home: label one improvement on a second sketch.
Day 14 · Criteria and trade-offs · AC9TDE8P04, AC9TDE8P02
Kit: design/data mat and two original tray sketches. 0–2: Offer four candidate criteria: holds 12 cards, safe edges, usable reach, paper quantity. 2–4: Learners choose/clarify two and identify a trade-off. 4–10: Score the designs only where an actual dimension or observation supports it; put unknown for durability and reuse. Revise one design note. 10–12: Check: criteria need a test or clear observation, not a feeling alone. Routes: criteria tokens; comparison table; spoken/AAC negotiation. Response move: if “sustainable” is claimed from scrap paper alone, ask for material amount, lifespan and disposal evidence. Home: compare two imaginary design goals.
Day 15 · Fresh Design check A · AC9TDE8P01, AC9TDE8P04
Kit: new portable-card case in ASSESSMENT. 0–2: Review need / criterion / evidence. 2–4: Give access instructions only. 4–10: First independent response. 10–12: Collect; use staff key after. Routes: annotate brief; tactile cards; exact-word oral/AAC design note. Response move: revisit a missing criterion with a different card holder after collection. Home: sketch a no-cost paper mock-up plan.
Day 16 · Digital sound is numbered samples · AC9TDI8K03
Kit: original layered pulse WAV or its text/tactile grid; sample integers 0, 800, -800, 0. 0–2: Say this short original sound is optional and quiet. 2–4: Predict how a waveform might be stored as numbers over time. 4–10: Plot four supplied integers in order; compare a number list with the actual WAV idea, noting sample rate and many more samples are omitted. 10–12: Check: four numbers alone cannot reconstruct the exact full sound. Routes: listen softly; trace raised waveform; read/plot integers. Response move: if “audio is just volume”, add timing/order and sample-rate question. Home: clap or silently point to four grid cells.
Day 17 · Binary place value changes the notation · AC9TDI8K04
Kit: original 8–4–2–1 place-value card. 0–2: Show one four-bit row. 2–4: Predict binary for 13. 4–10: Set 8+4+1 = 13 as 1101; compare 1010 = 8+2 = 10; explain why each position is a power of two, not a decorative symbol. 10–12: Check: 1111 is 15, not eleven. Routes: move on/off tiles; tactile raised bit marks; written/AAC trace. Response move: if 1101 read as decimal one thousand one hundred one, name base and weights. Home: decode 0110 with the grid.
Day 18 · Nested choice on paper · AC9TDI8P05, AC9TDI8P06
Kit: invented light-sample score (0–100) and maintenance flag; no real sensor. 0–2: Define output labels OK, WATCH, HIGH, PENDING_RECHECK. 2–4: Trace score 90, maintenance false. 4–10: Draw nested flow: if score ≥80, check maintenance; otherwise if ≥40 WATCH; else OK. Within high branch, true maintenance means PENDING_RECHECK, false HIGH. Trace three cases. 10–12: Check: high score with maintenance true is not HIGH. Routes: branch cards; tactile fork lines; pseudocode in text. Response move: if two independent ifs override an earlier result, nest the second test inside the first branch. Home: trace one fictional input, no device needed.
Day 19 · Debug a runnable offline program · AC9TDI8P06, AC9TDI8P09
Kit: original Python starter, school-approved local Python; no network/data collection. 0–2: Explain the deliberately wrong output for score 90 with maintenance true. 2–4: Predict outputs using yesterday's flow. 4–10: Run or inspect three tests, find the incorrect return, change only that label and rerun. A paper trace is valid reasoning but not evidence of implementing/running code. 10–12: Check: all three test cases now match the specification, if executed. Routes: run locally and debug; paired keyboard/navigator with recorded contribution; text/tactile trace and propose edit. Response move: if learner changes expected result to fit the bug, return to the user story. Home: optional paper trace, no software needed.
Day 20 · Fresh Digital check B · AC9TDI8K04, AC9TDI8P05, AC9TDI8P06
Kit: new binary and nested-flow cases in ASSESSMENT. 0–2: Name first-response independence. 2–4: Offer an unmarked bit grid and access options. 4–10: Independent trace. 10–12: Collect and use teacher key for follow-up. Routes: bit tiles; flowchart annotation; speech/sign/AAC trace. Response move: reteach weights or branch order with a new number, not the held-out item. Home: explain a safe everyday “if...then...” rule without a device.