Public educator selection · preserve first work before criteria or later sources. These pages are public; record prior access.

D-later · complete source alternativeFoundation Digital Tech · T3 W23–24 · Aids / D later source alternative

Whole supplied source

Invented maker record: “A blank template was supplied. The fictional maker chose two parallel lines with key VIEW A PRETEND BOAT DRAWING. A helper entered the lines and chosen key into a program. The maker asked to keep it private. No activation/result record is supplied.” Page B says “An imaginary boat outline, not a trip”. Generic SCHOOL PHOTO category has no photograph, person or location.

Four questions

  1. Who chose the lines and words, and asked to keep them private? Who put them into the program? Does the story tell us someone opened the boat page?
  1. Does this imaginary boat show need a school photo that identifies someone? Tell us why. Do not use a real photo.
  1. Choose your own make-believe part. Make it, direct a helper, or keep it as an idea. Tell or show who did each part.
  1. If you really chose a part, you can tell or show it privately, or pass. What can we still not tell about using this show?
Grown-up help

Before offering this selected story, check whole-account familiarity and offer wanted access or communication help. Capture the first response before teaching; passed, declined, unknown and unelicited remain distinct. Keep generic private notes with no child identifiers. Record who chose, who constructed or operated, literal help, and whether each action was actually performed or only planned. A paper plan or source answer does not establish a real software encounter. Any optional actual device action needs a suitable locally approved familiar system and wanted help; an adult records its actual input, software purpose, displayed output and operator separately. Recognition of a genuinely chosen own part is optional, private and can be declined; supplied fiction or generic sorting cannot establish it. Consult only the selected full staff feedback after capture.

Original component demands, for the grown-up to preserve when offering access help:

  1. Separate the maker's actual recorded choices from the helper's entry action and the not-supplied run.
  1. Explain why an identifying SCHOOL PHOTO is unnecessary; use only the generic category, not a real photo.
  1. Choose a different own nonpersonal contribution, make/direct it if wanted or keep it planned; say who constructs/operates.
  1. Recognise an actual own contribution privately or pass. What outcome can we not claim from this account?

Original SVG: print/edit · Complete terms · Matching full source · Matching own response · Full credits

About this resourceReviewed source edition

Source review is complete for this two-week edition. Local suitability and classroom use still need review. Earlier candidate or pending-review words are retained in the original files; full-year coverage, translations and audio are not claimed.

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Exact source: 648c16af1fc1c0f9de48659254b2c818546699b2 · 2026-10-12. Source edition, roles and hashes

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