Ten useful collection-guide sessionsFoundation Digital Tech · T1 W9–10 · Lesson sequence

Each optional subject start is welcome 3 + model 4 + together 5 + child task 7 + notice 4 + close 2 = 25 minutes. Use the integrated week as the broader context; these starts preserve Digital Technologies evidence. Read source records exactly. Prepare broad locally approved objects and an accessible tabletop convention, or offer exact descriptions. Record the child's first decision, representation, source and support privately. An unmade object plan is a plan; adult action, child direction and child handling remain distinguishable.

Week 9 · Day 41 · Make a three-thing guide

Target: represent familiar data as objects and pictures; partial AC9TDIFK02. Ready: approved book/cloth/box, guide board, A.

1. Welcome · 3 min. “A helper wants to find three things. Let's make a tiny guide.” Offer words, sign, AAC, pointing, adult-directed placement or handling if locally suitable.
2. Model · 4 min. Read TABLE GUIDE A and MODEL TIME A. Show a real approved book and the original book picture separately. “This is an object. This picture stands for it.” The model's row is made up; today's actual table is a different source.
3. Together · 5 min. Agree and name or mark the actual tabletop view for LEFT/MIDDLE/RIGHT. Adult describes positions exactly. The guide's cards are item entries, not a spatial map. Match one picture to its object; avoid making left/right naming a separate attainment test.
4. Child task · 7 min. Child builds or directs the A practice arrangement with physical objects, then represents it with pictures or exact picture descriptions. Attach the supplied source label. Child selects which item to explain first.
5. Notice · 4 min. Save the child's first identity match and position relationship. If a picture is treated as the real object, show both together after capture. Record actual construction separately from a described arrangement.
6. Close · 2 min. “One record, two ways to show it.” Child keeps the guide or chooses a quiet adult reader. No reader success is assumed.

Week 9 · Day 42 · Give the shapes a job

Target: represent the same data using a documented symbol key; partial AC9TDIFK02. Ready: guide key, A, blank guide board.

1. Welcome · 3 min. “Our circle can mean BOOK if we tell the reader.” The meaning belongs to this guide.
2. Model · 4 min. Read B's three exact correspondences. Show circle beside the book picture and approved object. It represents BOOK; it is neither a universal book sign nor the physical book.
3. Together · 5 min. Read each key entry through the child's available route. Cover the model's key briefly: “What would a new reader need?” Uncover it; do not expect a guess from appearance.
4. Child task · 7 min. Child makes or directs A's symbol representation with the key attached. They may choose a different own key on a separate blank board, with three distinct documented meanings and explicit identity labels.
5. Notice · 4 min. Preserve the first correspondences. If two symbols have one unexplained meaning, revisit one example and then ask the child to repair their own key. Neat drawing, reading fluency and fine motor control are not the target.
6. Close · 2 min. Child chooses a useful title such as “My table guide”. Keep identifying values off this practice guide.

Week 9 · Day 43 · Try it with a willing reader

Target: check whether representations preserve the selected source; partial AC9TDIFK02. Ready: child's guide/key, reader note, optional real willing reader.

1. Welcome · 3 min. “Can someone use your guide to find the represented thing?” Child can keep it private or ask an adult. Asking is not consent; the reader can decline.
2. Model · 4 min. Adult reads CLOTH in model A and checks its row, key and MODEL TIME A. “The supplied record says MIDDLE.” This is not proof of today's real location.
3. Together · 5 min. Consider what makes a guide useful: item labels, a matching key, clear positions and a source label. Choose one feature to inspect without deciding the child's repair.
4. Child task · 7 min. Child offers their guide to a willing reader, or compares it privately with the source. Record an actual read-back only if given. Child chooses a repair, a decision to keep it, or a later try. Practice roleplay is labelled practice.
5. Notice · 4 min. Save first comparison before feedback. Distinguish “we planned to ask” from “this reader actually said”. Leave reader response NONE when none occurs.
6. Close · 2 min. The child chooses where to keep their guide. A reader's error is information for a repair, not a verdict on the maker.

Week 9 · Day 44 · Whose key is this?

Target: identify some personal/owned data without collecting values; partial AC9TDIFP01, supporting AC9TDIFK02. Ready: empty category mat, supplied key and optional child's own key.

1. Welcome · 3 min. “The guide needs its item information. It doesn't need your real name or photo.” Keep every category empty.
2. Model · 4 min. Read MY OWN NAME and A PHOTO OF ME without giving examples of anyone's details. These categories could hold information about someone. The supplied model key was created by SubjectNest, not by the child.
3. Together · 5 min. Compare MY OWN DRAWING and MY OWN GUIDE KEY with SUPPLIED MODEL KEY. A child's own creation can be their data even when it does not identify them. Ownership recognition does not automatically give publication permission.
4. Child task · 7 min. Child chooses a category that can be about or owned by them and explains through their available route. If they actually made a key, invite them to identify their own decisions without supplying a name or uploading it. Passing is valid.
5. Notice · 4 min. Record category and exact reason only. If a child offers real details, kindly stop collecting and return to the empty category. Follow local school procedures for any concern.
6. Close · 2 min. Child decides whether to keep their creation private. Nothing in this session grants display or sharing permission.

Week 9 · Day 45 · Fresh Check E: Paper Play

Target: preserve fresh data across representations and identify own data; partial AC9TDIFK02/AC9TDIFP01. Ready: Check E, fresh sheet, teacher key closed.

1. Welcome · 3 min. “Here's a new guide. Show your first idea in the way that works for you.” Offer rest, pass or more than one short sitting.
2. Model · 4 min. Demonstrate only a response route on an unrelated blank board. Read the fresh record, key and prompts neutrally; no translated row or worked matching example.
3. Together · 5 min. Check access to labels, empty spaces and the approved props if using them. Repeat exact words on request. Keep worked swaps until after first-response capture.
4. Child task · 7 min. Child represents the new source with objects if actually available, pictures and symbols; selects an own-data category without values. Record each form actually made, directed or described.
5. Notice · 4 min. Save first choices and support. Child self-revision is a separate record. Open the educator key only after capture and use it to select later teaching.
6. Close · 2 min. Keep the work private or share under local permission. One fresh check is not a term grade or a full-standard judgment.

Week 10 · Day 46 · Keep the old record. Make a new one.

Target: preserve the identities/key while representing a later supplied record; partial AC9TDIFK02. Ready: A/C, two snapshots, guide key.

1. Welcome · 3 min. “Two records can tell us different things. Let's see what changed.” These are invented snapshots, not observed classroom movement.
2. Model · 4 min. Read A and C with both source/time labels. BOOK changes LEFT to RIGHT; BOX changes RIGHT to LEFT; CLOTH stays MIDDLE. No reason for the change is supplied.
3. Together · 5 min. Compare each item entry rather than guessing from a whole page. The circle still means BOOK; a changed location does not automatically change its meaning.
4. Child task · 7 min. Child builds or directs C in object/picture/symbol forms, keeps A labelled separately, and identifies what stays and changes. If using actual objects to enact C, label that enactment; it is not an observation of the invented earlier event.
5. Notice · 4 min. Save first item/position comparisons and key use. If every entry is changed, isolate CLOTH's two rows, then return to all three without giving the child's answer.
6. Close · 2 min. “We can keep a useful old record and add a later one.” Different records need clear labels.

Week 10 · Day 47 · Missing information is not an answer

Target: represent an incomplete supplied record faithfully; partial AC9TDIFK02. Ready: D, incomplete guide, A/C separate.

1. Welcome · 3 min. “This guide forgot to record one location. Can we notice the gap?” No pretend danger or race is needed.
2. Model · 4 min. Read D's three exact entries. BOX's position is NOT RECORDED. That does not mean no box exists, and it does not say RIGHT.
3. Together · 5 min. Compare “the record doesn't tell us” with “we checked and found it here”. No current check has been supplied. A guess can be labelled a guess without becoming an entry.
4. Child task · 7 min. Child represents D with a clearly labelled NOT RECORDED box entry, then chooses a useful next step: ask for a checked entry, inspect an approved actual current set, or leave the record incomplete. A planned next step is still a plan.
5. Notice · 4 min. Preserve whether the child kept uncertainty visible. If an old A location is copied, ask which source actually supplies that information after capture; do not fill D from memory.
6. Close · 2 min. “A clear gap is more useful than an unlabeled guess.” Keep the dated incomplete record separate from any actual update.

Week 10 · Day 48 · Use the finder, or use the same paper records

Target: represent selected records; conditional AC9TDIFK01 for actual system exploration, partial AC9TDIFK02. Ready: device gate, finder or paper route.

1. Welcome · 3 min. Offer the approved actual device, paper or exact description. “This finder can look up one entry in a supplied guide.” Device use is optional.
2. Model · 4 min. If using an actual device, identify real hardware and the running software page. Model A/CLOTH in picture view. An adult demonstration is recorded as demonstration, not independent child operation.
3. Together · 5 min. Explain the fixed source/item choices, views and reset through the child's accessible input route. Paper offers the same nine lookups. Do not choose the child's source or item for them.
4. Child task · 7 min. Child selects/directs D/BOX, reads the exact incomplete result, then chooses another lookup and a view. Invite “What did you ask for? What did this record tell you?” Child-chosen input and adult operation remain separately recorded.
5. Notice · 4 min. Record actual hardware/software/purpose/input/output/support under the gate. The page's pictures are pictures, not physical objects. Missing running-system evidence stays NOT OBSERVED.
6. Close · 2 min. Reset and rest according to local routines. The page stores no choices; private educator records stay outside it.

Week 10 · Day 49 · Make a guide for something you care about

Target: child-select and represent actual familiar data, recognise their creation; partial AC9TDIFK02/AC9TDIFP01. Ready: approved actual three-item set, blank board/key, local record.

1. Welcome · 3 min. “What tiny collection would you like a helper to understand?” Offer an art table, broad pretend repair kit, book corner or a child's manageable choice. No private household detail is required.
2. Model · 4 min. Adult demonstrates one unrelated locally approved item entry and gives its actual source/date/view convention. Remove the model before the child chooses. Adult-reported location is attributed rather than called direct child observation.
3. Together · 5 min. Agree accessible labels and a safe view. Decide how to keep objects, pictures and symbols matched. A guide can be private; a real reader is optional.
4. Child task · 7 min. Child chooses three approved items, checks/describes the actual arrangement through their available route, and makes/directs their guide with an own key. They choose one practical reason for it. If shared, capture only the actual willing reader's response.
5. Notice · 4 min. Record source/date, actual handling/observation/report, child choices and each completed form. Ask which key/drawing they made without collecting identifying values. No planned guide is counted as a completed object arrangement.
6. Close · 2 min. Choose a later real check or keep the guide. Tomorrow's fresh check remains unseen.

Week 10 · Day 50 · Fresh Check F: Maker Table

Target: represent two new records while retaining unknown information and own-data recognition; partial AC9TDIFK02/AC9TDIFP01. Ready: Check F, fresh sheet, teacher key closed.

1. Welcome · 3 min. “New table, new key, two supplied records.” Offer the established route and pass.
2. Model · 4 min. Show only unrelated blank response spaces. Read both fresh source/time labels and the matching key without translating an entry or identifying what changed.
3. Together · 5 min. Confirm accessible labels and empty answer space. Repeat exact prompts neutrally; no matching practice precedes capture.
4. Child task · 7 min. Child represents both records, notices one changed entry and one NOT RECORDED entry, explains a useful next step, and identifies an own-data category without its value. Actual object work is recorded only if physically completed.
5. Notice · 4 min. Preserve first work, support and any self-revision separately. Consult the key afterward; incomplete work is not yet observable, not inability.
6. Close · 2 min. Choose one new-context next lesson. The paper check does not establish actual digital-system exploration.

Pacing: 25 minutes is a flexible teaching plan, not a speed test. Split representation forms/category prompts over further short sittings when useful. Offer short predictable instructions, a view change, quiet/private work, movement or rest without changing the actual learning target. Never infer a fixed learning style or diagnosis from a preferred route.