proposal-origin/PROPOSAL | Foundation Digital Tech · T3 W25–26

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

Full original proposal: Make a tiny collection finder. Foundation/Queensland Prep, optional meaningful paper and digital opportunities. Not generated source, a classroom pilot, whole-year completion or different review acceptance.

Make a tiny collection finder

Pick a collection you care about: story pictures, toy drawings, invented creatures, art marks or another harmless small set. Make a key and find one thing. Keep a version you like. A useful small outcome is enough.

Ten flexible Foundation/Queensland Prep Digital sessions 121–130 supplement the retained annual map; they do not replace its Week 25 picture-story/tool or Week 26 safe/fair-movement themes. Actual system exploration is conditional on a suitable familiar approved device. Paper representation is complete participation but does not prove running-software familiarity. Formal matching/coding is optional enrichment, not an extra Foundation descriptor or F–2 band requirement.

For a beginning teacher: begin with one item/key, read the full source, invite an own idea, model, guide a different source and notice one relationship. For a busy parent: choose one child start or home offer today. All modes are flexible access choices for every learner, not fixed learning styles/neurotype labels. Change size/pace/contrast/sensory load/communication/help from actual needs. Wanted neutral reading and faithful scribing support meaning without proving independent print, motor or speech skill. Languages require a competent reviewer and exact meaning/alternative/prompt parity; no verified translation or First Nations authority is invented.

Day 121 · What are we finding?

Short child start: Make a little place to find one useful thing.

Materials: Broad scrap paper/cards and thick pencil or wanted faithful helper. Adult checks safe materials and approved device access. No small loose parts, cutting, food, purchase, printer, photo, account or outdoor visit required.

Time: Unpiloted flexible 15–25 minute offer, in short pieces. A 3–8 minute child start can be today’s whole task; no timer/speed criterion.

Entry: Begin with one neutrally described item/key and wanted access if choices are unfamiliar. Prior sessions are options, not guaranteed mastery; add items or a real system turn only where suitable.

1. Choose a useful start

Make a little place to find one useful thing. Offer one broad item and an explicit key first if needed. Invite an own idea before showing the adult model. Read the complete original fictional source in wanted short chunks. No independent reading, exact counting, speech, colour discrimination or mouse skill is required.

2. Model one meaningful link

Complete source: Pretend teddy shelf: a BED card shows a broad blanket drawing. A PLAY card shows a broad drum drawing. Its paper key says BED means bedtime things and PLAY means play things. Teddy requests the blanket. Adult worked reasoning after the child’s first idea: Use BED to return the blanket card. The drawing represents a blanket; it is not a real blanket. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation.

3. Use a different whole source together

Complete different guided source: Pretend travel box: ROAD labels a bus drawing and WATER labels a boat drawing. A toy character requests the boat. No journey occurs. Invite a choice/explanation before feedback. Adult worked reasoning: Use WATER to return the boat picture for this request. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt.

4. Choose a route with the same purpose

Use one of the three complete routes below and switch whenever useful. A helper handles locally safe materials/equipment exactly as directed and reads neutrally. Record content help and actual operator. Paper and observation remain participation without becoming running software or independent child operation.

5. Make or direct an own contribution

Child start: Make a little place to find one useful thing. Choose a harmless collection or use the full source. Keep actual own words/drawing/direction before feedback, with every own field initially blank. One entry or selected prompt may be enough. Rest, pass, private work and return are available; no public audience or identifiers are required.

6. Notice and respond with teaching

Specific observation target: One chosen job and a key linked to an intended representation. Specific next teaching: Offer two described broad finding jobs first. The child chooses one, gives or selects an explicit key, then directs its return. Record source/date/first-or-revised contribution and actual help where appropriate. These are original formative observations, not QCAA bands, automatic learning gains or an annual certificate. Extra material is optional.

Three purpose-preserving routes

D121-R1 Place two broad cards on a reachable tray. Direct the BED key and blanket return; the helper reads/moves exactly the chosen card.

Target: One chosen job and a key linked to an intended representation.

D121-R2 Draw or dictate a blanket and drum representation. Put a chosen word/outline/pattern by the blanket and show what the key names.

Target: One chosen job and a key linked to an intended representation.

D121-R3 Request the blanket through speech/sign/usual communication or partner-assisted choice. Direct a helper to use BED; observe or keep the choice private.

Target: One chosen job and a key linked to an intended representation.

Complete parent offer: Read the complete source above and offer the short child start. One card or one wanted direction is enough. Let the child choose their own job/key before using the worked reasoning. Use broad paper/drawing/usual communication or a faithful helper; devices are optional. If a real tool is used, name who chose and who operated, and keep only the result actually observed. Private/pass/rest/return are available. Keep a chosen own record if wanted, without identifiers or claims of progress from one task.

Day 122 · One thing, two ways

Short child start: Show one thing another way.

Time: Unpiloted flexible 15–25 minute offer, in short pieces. A 3–8 minute child start can be today’s whole task; no timer/speed criterion.

1. Choose a useful start

Show one thing another way. Offer one broad item and an explicit key first if needed. Invite an own idea before showing the adult model. Read the complete original fictional source in wanted short chunks. No independent reading, exact counting, speech, colour discrimination or mouse skill is required.

2. Model one meaningful link

Complete source: Model art shelf: a locally safe broad empty cup is the demonstration object. A cup outline on a card represents it. A loop mark on the given key names that picture. The outline is flat; only the real demonstration cup can hold the approved paper strip. Adult worked reasoning after the child’s first idea: The object, its picture and its given symbol have related meanings but are not the same physical thing. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation.

3. Use a different whole source together

Complete different guided source: Model workshop: a safe large cardboard wheel represents a wheel. A circle-with-spokes drawing represents that model. The zigzag key names the drawing. No vehicle is built. Invite a choice/explanation before feedback. Adult worked reasoning: Distinguish broad model, drawing and given key without calling the drawing a moving vehicle. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt.

4. Choose a route with the same purpose

5. Make or direct an own contribution

Child start: Show one thing another way. Choose a harmless collection or use the full source. Keep actual own words/drawing/direction before feedback, with every own field initially blank. One entry or selected prompt may be enough. Rest, pass, private work and return are available; no public audience or identifiers are required.

6. Notice and respond with teaching

Specific observation target: A chosen representation relates to an item; object versus picture distinction is recorded only if actually explored. Specific next teaching: Place one safe broad model beside its drawing and invite a distinction through wanted access. If no object is available, keep the work labelled picture exploration. Record source/date/first-or-revised contribution and actual help where appropriate. These are original formative observations, not QCAA bands, automatic learning gains or an annual certificate. Extra material is optional.

Three purpose-preserving routes

D122-R1 Explore a safe broad object and drawing, or their complete descriptions. Place the given key beside the drawing. No available object means no actual-object observation.

Target: A chosen representation relates to an item; object versus picture distinction is recorded only if actually explored.

D122-R2 Draw/dictate a new representation of a safe familiar item and give it a chosen mark. Artistic realism is not required; indicate the intended link.

Target: A chosen representation relates to an item; object versus picture distinction is recorded only if actually explored.

D122-R3 Ask for neutral descriptions/tactile outlines and use usual communication to distinguish model/picture/key. Direct any helper handling.

Target: A chosen representation relates to an item; object versus picture distinction is recorded only if actually explored.

Day 123 · Give it a key

Short child start: Make a mark mean something useful.

Time: Unpiloted flexible 15–25 minute offer, in short pieces. A 3–8 minute child start can be today’s whole task; no timer/speed criterion.

1. Choose a useful start

Make a mark mean something useful. Offer one broad item and an explicit key first if needed. Invite an own idea before showing the adult model. Read the complete original fictional source in wanted short chunks. No independent reading, exact counting, speech, colour discrimination or mouse skill is required.

2. Model one meaningful link

Complete source: Pretend costume cupboard: a cape drawing is labelled LONG and a hat drawing ROUND. Its local key says a stripe means LONG and a ring means ROUND. The ring is not a hat. Adult worked reasoning after the child’s first idea: Here the ring leads to the hat drawing. Its meaning comes from this key, not every collection. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation.

3. Use a different whole source together

Complete different guided source: Pretend music drawer: triangle means drum picture and wave means bell picture. A puppet requests the drum. No sound is played. Invite a choice/explanation before feedback. Adult worked reasoning: Use the given triangle to find the drum picture; do not import the costume key’s ring meaning. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt.

4. Choose a route with the same purpose

5. Make or direct an own contribution

Child start: Make a mark mean something useful. Choose a harmless collection or use the full source. Keep actual own words/drawing/direction before feedback, with every own field initially blank. One entry or selected prompt may be enough. Rest, pass, private work and return are available; no public audience or identifiers are required.

6. Notice and respond with teaching

Specific observation target: An explicit key names its intended representation without a universal-symbol claim. Specific next teaching: First choose between two items, then direct a broad mark and restate its meaning. Offer one request using that key. Record source/date/first-or-revised contribution and actual help where appropriate. These are original formative observations, not QCAA bands, automatic learning gains or an annual certificate. Extra material is optional.

Three purpose-preserving routes

D123-R1 Choose a word/outline/pattern/tactile mark for a broad card. Put a matching key beside it, then request/direct that item.

Target: An explicit key names its intended representation without a universal-symbol claim.

D123-R2 Make/dictate a two-entry key using shapes or words. Show one item relationship without colour-only clues.

Target: An explicit key names its intended representation without a universal-symbol claim.

D123-R3 Use two described choices through sign/AAC or scanning. Direct the helper’s key/card placement and ask for the exact meaning back.

Target: An explicit key names its intended representation without a universal-symbol claim.

Day 124 · Ask, choose, see

Short child start: Try a tool for a finding job.

Time: Unpiloted flexible 15–25 minute offer, in short pieces. A 3–8 minute child start can be today’s whole task; no timer/speed criterion.

1. Choose a useful start

Try a tool for a finding job. Offer one broad item and an explicit key first if needed. Invite an own idea before showing the adult model. Read the complete original fictional source in wanted short chunks. No independent reading, exact counting, speech, colour discrimination or mouse skill is required.

2. Model one meaningful link

Complete source: Invented system account: a tablet runs an offline picture finder with CUPS and KITES choices. Jo chooses KITES with a permitted switch; the software displays a kite picture. Lee opens the application. No online search is reported. Adult worked reasoning after the child’s first idea: Tablet/switch are hardware; finder is software. Jo’s chosen input serves finding the kite; Lee’s opening action is separate. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation.

3. Use a different whole source together

Complete different guided source: Invented account: an offline viewer on a laptop displays a flower drawing when Ren chooses its flower control. A helper moves the pointer exactly as directed. No photograph is taken. Invite a choice/explanation before feedback. Adult worked reasoning: Laptop hardware and viewer software serve displaying the drawing; the account supplies directed content choice, not independent pointer use. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt.

4. Choose a route with the same purpose

5. Make or direct an own contribution

Child start: Try a tool for a finding job. Choose a harmless collection or use the full source. Keep actual own words/drawing/direction before feedback, with every own field initially blank. One entry or selected prompt may be enough. Rest, pass, private work and return are available; no public audience or identifiers are required.

6. Notice and respond with teaching

Specific observation target: Actual system, purpose, child choice, operator/help and input/display outcome are recorded only when genuinely encountered. Specific next teaching: Demonstrate one neutral locally familiar control, invite a wanted supported try or rest, and record actual roles. Paper models stay paper; familiarity needs later actual opportunity if unavailable. Record source/date/first-or-revised contribution and actual help where appropriate. These are original formative observations, not QCAA bands, automatic learning gains or an annual certificate. Extra material is optional.

Three purpose-preserving routes

D124-R1 On an approved working device, use the later reviewed finder through a wanted keyboard/pointer/switch route. Choose a key and inspect its actual display for the finding job.

Target: Actual system, purpose, child choice, operator/help and input/display outcome are recorded only when genuinely encountered.

D124-R2 Build/draw a cardboard screen. Direct the given paper input and returned picture. This explores the model, not running software.

Target: Actual system, purpose, child choice, operator/help and input/display outcome are recorded only when genuinely encountered.

D124-R3 Direct an agreeing adult’s actual input through usual communication. Name the child decision/adult operation separately; neutral observation/pass remains available.

Target: Actual system, purpose, child choice, operator/help and input/display outcome are recorded only when genuinely encountered.

Day 125 · A fresh finding story

Short child start: Show what a new key can do.

Time: Unpiloted flexible 15–25 minute offer, in short pieces. A 3–8 minute child start can be today’s whole task; no timer/speed criterion.

1. Choose a useful start

Show what a new key can do. Offer one broad item and an explicit key first if needed. Invite an own idea before showing the adult model. Read the complete original fictional source in wanted short chunks. No independent reading, exact counting, speech, colour discrimination or mouse skill is required.

2. Model one meaningful link

Complete source: Ordinary parcel practice: DOT names a flat-box drawing and DASH a tall-tube drawing. The whole key is beside both cards. A toy requests the flat box. No parcel or address is used. Adult worked reasoning after the child’s first idea: DOT returns the flat-box drawing in this ordinary taught model; this is not a selected held first source. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation.

3. Use a different whole source together

Complete different guided source: Ordinary art practice: LOOP names a brush drawing and ANGLE a broad paper-frame drawing. The request is the frame picture. Invite a choice/explanation before feedback. Adult worked reasoning: ANGLE serves this complete new local key. Your own different explained key may also work. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt.

4. Choose a route with the same purpose

5. Make or direct an own contribution

Child start: Show what a new key can do. Choose a harmless collection or use the full source. Keep actual own words/drawing/direction before feedback, with every own field initially blank. One entry or selected prompt may be enough. Rest, pass, private work and return are available; no public audience or identifiers are required.

6. Notice and respond with teaching

Specific observation target: One eligible unencountered first account can show a taught source relationship; its first response remains separate from staff feedback. Specific next teaching: Check teaching/source exposure. Select only one eligible A/B/C/D-first account if useful; seen sources are practice. Record first words before staff feedback, then offer its unrelated next teaching for a specific gap. Record source/date/first-or-revised contribution and actual help where appropriate. These are original formative observations, not QCAA bands, automatic learning gains or an annual certificate. Extra material is optional.

Three purpose-preserving routes

D125-R1 After neutral full reading of one eligible source, place four exact blank prompts nearby. Point/draw/direct one response; unfinished blanks stay empty.

Target: One eligible unencountered first account can show a taught source relationship; its first response remains separate from staff feedback.

D125-R2 Make an ordinary finding card first if needed. For the selected account, write/dictate the own first response before reading separate staff models.

Target: One eligible unencountered first account can show a taught source relationship; its first response remains separate from staff feedback.

D125-R3 Use usual communication or a neutral faithful scribe for one selected prompt. Record access/content help; rest/pass is legitimate and no four-question quota applies.

Target: One eligible unencountered first account can show a taught source relationship; its first response remains separate from staff feedback.

Day 126 · Build my little finder

Short child start: Make a collection worth finding.

Time: Unpiloted flexible 15–25 minute offer, in short pieces. A 3–8 minute child start can be today’s whole task; no timer/speed criterion.

1. Choose a useful start

Make a collection worth finding. Offer one broad item and an explicit key first if needed. Invite an own idea before showing the adult model. Read the complete original fictional source in wanted short chunks. No independent reading, exact counting, speech, colour discrimination or mouse skill is required.

2. Model one meaningful link

Complete source: Pretend space-story collection: NIGHT names a moon drawing, FLY a rocket drawing and RING a ringed-planet drawing. Its job is choosing a story picture. The puppet requests RING. No space observation is supplied. Adult worked reasoning after the child’s first idea: RING returns the ringed-planet story picture. Three entries are a small model choice, not a counting prerequisite or science fact. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation.

3. Use a different whole source together

Complete different guided source: Pretend garden-shape collection: LEAF names a leaf outline and POT a pot outline. The maker requests LEAF to begin an invented picture. Nothing is grown. Invite a choice/explanation before feedback. Adult worked reasoning: LEAF returns the outline for making that picture, without giving plant-care instructions. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt.

4. Choose a route with the same purpose

5. Make or direct an own contribution

Child start: Make a collection worth finding. Choose a harmless collection or use the full source. Keep actual own words/drawing/direction before feedback, with every own field initially blank. One entry or selected prompt may be enough. Rest, pass, private work and return are available; no public audience or identifiers are required.

6. Notice and respond with teaching

Specific observation target: One useful own job/item/key relationship forms an understandable entry; additional entries are optional. Specific next teaching: Cover extra rows or show one field pair first. Keep one item/key link; add another only when it helps the chosen finding job. Record source/date/first-or-revised contribution and actual help where appropriate. These are original formative observations, not QCAA bands, automatic learning gains or an annual certificate. Extra material is optional.

Three purpose-preserving routes

D126-R1 Make one to three broad paper cards with explicit keys for a safe nonpersonal story/toy/art finding job. Direct one request.

Target: One useful own job/item/key relationship forms an understandable entry; additional entries are optional.

D126-R2 Draw/type/dictate a job and one item/key pair in the future reviewed finder. Leave extra fields blank; no example silently replaces an own choice.

Target: One useful own job/item/key relationship forms an understandable entry; additional entries are optional.

D126-R3 Describe the desired item through speech/sign/AAC and choose its key through scanning. A helper makes only the directed card/text and states who operated.

Target: One useful own job/item/key relationship forms an understandable entry; additional entries are optional.

Day 127 · Two tools, different jobs

Short child start: Pick a tool that helps your job.

Time: Unpiloted flexible 15–25 minute offer, in short pieces. A 3–8 minute child start can be today’s whole task; no timer/speed criterion.

1. Choose a useful start

Pick a tool that helps your job. Offer one broad item and an explicit key first if needed. Invite an own idea before showing the adult model. Read the complete original fictional source in wanted short chunks. No independent reading, exact counting, speech, colour discrimination or mouse skill is required.

2. Model one meaningful link

Complete source: Invented account: Sam uses an offline finder on a laptop to display a named sketch card, then an offline viewer on that laptop to enlarge the sketch. Keyboard/screen are physical; the two software tools serve different jobs. No internet search occurs. Adult worked reasoning after the child’s first idea: Finding an entry and inspecting its picture are different software purposes even with shared hardware. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation.

3. Use a different whole source together

Complete different guided source: Invented account: Kim chooses an approved original cue in an offline sound player; a speaker produces it. A separate paper key links that cue label to a drum drawing. The paper key plays no sound. Invite a choice/explanation before feedback. Adult worked reasoning: The actual player/speaker can produce sound where working; the paper key represents a meaning, a different job. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt.

4. Choose a route with the same purpose

5. Make or direct an own contribution

Child start: Pick a tool that helps your job. Choose a harmless collection or use the full source. Keep actual own words/drawing/direction before feedback, with every own field initially blank. One entry or selected prompt may be enough. Rest, pass, private work and return are available; no public audience or identifiers are required.

6. Notice and respond with teaching

Specific observation target: A genuine familiar encounter connects a purpose, chosen action and outcome where observed; a second distinct encounter is optional. Specific next teaching: Begin with one locally familiar system and clear job. If the child only watched, record that participation and invite a supported turn later; do not infer independent use. Record source/date/first-or-revised contribution and actual help where appropriate. These are original formative observations, not QCAA bands, automatic learning gains or an annual certificate. Extra material is optional.

Three purpose-preserving routes

D127-R1 Choose between the reviewed finder and an approved offline picture viewer where available. Use one for its purpose; compare an actual second encounter only if wanted.

Target: A genuine familiar encounter connects a purpose, chosen action and outcome where observed; a second distinct encounter is optional.

D127-R2 Place paper FIND and LOOK cards beside complete model accounts. Direct a pretend selected versus enlarged picture; name paper jobs without software-use claims.

Target: A genuine familiar encounter connects a purpose, chosen action and outcome where observed; a second distinct encounter is optional.

D127-R3 Use a wanted accessible actual control or direct an adult. Choose a purpose before input and describe the result. A silent picture route replaces unwanted sound.

Target: A genuine familiar encounter connects a purpose, chosen action and outcome where observed; a second distinct encounter is optional.

Day 128 · Change a key, keep a version

Short child start: Keep one. Change one. See what happens.

Time: Unpiloted flexible 15–25 minute offer, in short pieces. A 3–8 minute child start can be today’s whole task; no timer/speed criterion.

1. Choose a useful start

Keep one. Change one. See what happens. Offer one broad item and an explicit key first if needed. Invite an own idea before showing the adult model. Read the complete original fictional source in wanted short chunks. No independent reading, exact counting, speech, colour discrimination or mouse skill is required.

2. Model one meaningful link

Complete source: Pretend bike-card collection: wheel and handlebar drawings both use BIKE. A BIKE request returns both. Its maker keeps that version, then changes the wheel key to WHEEL in another complete version. WHEEL returns its wheel drawing. No riding occurs. Adult worked reasoning after the child’s first idea: A shared key can return two entries; a narrower key serves another chosen job. The broad first version is still meaningful. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation.

3. Use a different whole source together

Complete different guided source: Pretend recycling game: PAPER names plain-sheet and box drawings. Another full version changes only the box key to BOX. These are invented game labels, not Council bin rules. Invite a choice/explanation before feedback. Adult worked reasoning: PAPER has two model matches in the first; BOX narrows to the box in the second. Neither states real recycling eligibility. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt.

4. Choose a route with the same purpose

5. Make or direct an own contribution

Child start: Keep one. Change one. See what happens. Choose a harmless collection or use the full source. Keep actual own words/drawing/direction before feedback, with every own field initially blank. One entry or selected prompt may be enough. Rest, pass, private work and return are available; no public audience or identifiers are required.

6. Notice and respond with teaching

Specific observation target: Actual first/revised meanings and a job-related keep/change reason stay visible; a different version need not be better. Specific next teaching: Keep two complete paper records and change one stated key only. Try broad and narrow requests and invite either version for the chosen job. Record source/date/first-or-revised contribution and actual help where appropriate. These are original formative observations, not QCAA bands, automatic learning gains or an annual certificate. Extra material is optional.

Three purpose-preserving routes

D128-R1 Retain a full paper/faithful record, alter one key on another copy, and show every matching entry—including two matches.

Target: Actual first/revised meanings and a job-related keep/change reason stay visible; a different version need not be better.

D128-R2 Explicitly choose Version1/Version2 in the later reviewed tool. Compare all eight fields/identities. Restore/replace/clear requires a named choice.

Target: Actual first/revised meanings and a job-related keep/change reason stay visible; a different version need not be better.

D128-R3 Direct one change through usual communication; an agreeing helper preserves both complete records and reads their results. Keeping the broad version is valid.

Target: Actual first/revised meanings and a job-related keep/change reason stay visible; a different version need not be better.

Day 129 · Which bit is mine?

Short child start: You get to choose what you share.

Time: Unpiloted flexible 15–25 minute offer, in short pieces. A 3–8 minute child start can be today’s whole task; no timer/speed criterion.

1. Choose a useful start

You get to choose what you share. Offer one broad item and an explicit key first if needed. Invite an own idea before showing the adult model. Read the complete original fictional source in wanted short chunks. No independent reading, exact counting, speech, colour discrimination or mouse skill is required.

2. Model one meaningful link

Complete source: Invented maker account: Ari directs a new zigzag creature drawing and asks an adult to write ZIG beside it. The adult follows that choice. Ari says, That is my creature choice. A ready-made star picture belongs to the supplied pack. Ari keeps the new choice private. Adult worked reasoning after the child’s first idea: Ari recognises a personally chosen contribution in this fiction; the pack picture is supplied. This is not the actual learner’s own-data recognition. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation.

3. Use a different whole source together

Complete different guided source: Invented maker account: Bo selects two stripes for a pretend scarf card and directs STRIPES. Mai draws exactly as directed. Bo identifies it as their chosen card and declines showing another group. Invite a choice/explanation before feedback. Adult worked reasoning: Content choice and faithful helper making are separate roles. Declined share is honoured without identifiers. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt.

4. Choose a route with the same purpose

5. Make or direct an own contribution

Child start: You get to choose what you share. Choose a harmless collection or use the full source. Keep actual own words/drawing/direction before feedback, with every own field initially blank. One entry or selected prompt may be enough. Rest, pass, private work and return are available; no public audience or identifiers are required.

6. Notice and respond with teaching

Specific observation target: After an actual made/directed nonpersonal own contribution, the learner may identify a personally chosen own-data example; generic fictional sorting alone is insufficient. Specific next teaching: Offer an empty broad space for a harmless creature/pattern. After genuinely making/directing it, privately invite recognition of the chosen own contribution. Pass leaves the opportunity open without demanding private values. Record source/date/first-or-revised contribution and actual help where appropriate. These are original formative observations, not QCAA bands, automatic learning gains or an annual certificate. Extra material is optional.

Three purpose-preserving routes

D129-R1 Make/direct an original harmless picture/mark. Privately point to the actual contribution reflecting your own choice and keep it covered if wanted.

Target: After an actual made/directed nonpersonal own contribution, the learner may identify a personally chosen own-data example; generic fictional sorting alone is insufficient.

D129-R2 Draw/dictate a new nonidentifying creature/pattern and broad label. If wanted, say which choice is yours; no real name/private value needed.

Target: After an actual made/directed nonpersonal own contribution, the learner may identify a personally chosen own-data example; generic fictional sorting alone is insufficient.

D129-R3 Direct a helper’s making through usual communication and identify the actual selected contribution only if wanted. Record content chooser versus maker and respect no-share/pass.

Target: After an actual made/directed nonpersonal own contribution, the learner may identify a personally chosen own-data example; generic fictional sorting alone is insufficient.

Day 130 · Make it useful, or try again

Short child start: Find one thing. Keep a next idea.

Time: Unpiloted flexible 15–25 minute offer, in short pieces. A 3–8 minute child start can be today’s whole task; no timer/speed criterion.

1. Choose a useful start

Find one thing. Keep a next idea. Offer one broad item and an explicit key first if needed. Invite an own idea before showing the adult model. Read the complete original fictional source in wanted short chunks. No independent reading, exact counting, speech, colour discrimination or mouse skill is required.

2. Model one meaningful link

Complete source: Ordinary museum practice: SHELL names a made-up shell drawing and BONE a made-up bone drawing. A SHELL request returns the paper shell picture. The maker wants another shell picture but has not added it. No real specimen fact is supplied. Adult worked reasoning after the child’s first idea: The current key finds one supplied drawing. The unmade second picture is a next idea, not an existing entry. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation.

3. Use a different whole source together

Complete different guided source: Ordinary market practice: APPLE names an apple drawing and PEAR a pear drawing. A character requests PEAR and keeps the current version privately. No actual food/sale occurs. Invite a choice/explanation before feedback. Adult worked reasoning: PEAR serves this model job. Keeping is valid; changing or publicly showing is not required. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt.

4. Choose a route with the same purpose

5. Make or direct an own contribution

Child start: Find one thing. Keep a next idea. Choose a harmless collection or use the full source. Keep actual own words/drawing/direction before feedback, with every own field initially blank. One entry or selected prompt may be enough. Rest, pass, private work and return are available; no public audience or identifiers are required.

6. Notice and respond with teaching

Specific observation target: One actual own contribution may be retained with source/date/help; a fresh later account is a separate opportunity, not automatic improvement proof. Specific next teaching: If no earlier own record exists, gather a current first entry honestly. Offer one eligible unseen later account after appropriate teaching and choose its unrelated next lesson for a specific gap. Record source/date/first-or-revised contribution and actual help where appropriate. These are original formative observations, not QCAA bands, automatic learning gains or an annual certificate. Extra material is optional.

Three purpose-preserving routes

D130-R1 Try one own paper request, show every matching card and keep the version or next idea. Self-reader is enough; a willing visitor may try only if wanted.

Target: One actual own contribution may be retained with source/date/help; a fresh later account is a separate opportunity, not automatic improvement proof.

D130-R2 Use the future reviewed finder for an actual purpose if available or keep a complete paper record. State actual child/software/directed adult/model/plan roles honestly.

Target: One actual own contribution may be retained with source/date/help; a fresh later account is a separate opportunity, not automatic improvement proof.

D130-R3 Use usual communication to explain/direct the job and result or untried idea. Record a current first contribution when older evidence is absent; no invented progress/share requirement.

Target: One actual own contribution may be retained with source/date/help; a fresh later account is a separate opportunity, not automatic improvement proof.

Useful examples and extra things to make

These are twenty distinct complete original ordinary fictional contexts. Read the whole source, invite an own idea, then use the reasoning. Each key is local to its supplied collection. Every child space is empty; models do not become held answers or actual learner events. Home and larger offers are optional standalone practical tasks.

Purpose for every C01–C20 example: Find the requested represented item using this explicit local key.

Role for every C01–C20 example: Complete original ordinary fiction; teacher example, not held prompt/model student or actual event.

C01 · teddy shelf

Full source: A bedtime teddy collection uses BED for a blanket drawing and PLAY for a drum drawing. The puppet wants the blanket.

Own first invitation: Make your own tiny toy-story finder with one bedtime or play picture. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: BED returns the blanket drawing.

Different option: A different teddy wants the drum; try its given PLAY key.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

C02 · library pictures

Full source: A pretend book-picture box uses WINGS for a bird-story cover drawing and WHEELS for a bus-story cover drawing. The reader requests WHEELS.

Own first invitation: Choose a story-picture collection and give one picture an explained key. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: WHEELS returns the bus-story picture; these are invented covers.

Different option: Change the request to WINGS without changing the given key.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

C03 · costume cupboard

Full source: A model stage cupboard uses CAPE for a long-cape sketch and HAT for a round-hat sketch. The puppet requests HAT.

Own first invitation: Make one pretend costume card and a key for your chosen character. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: HAT returns the hat sketch.

Different option: Give both cards a broad COSTUME key and show both matches.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

C04 · toy station

Full source: A pretend transport board uses WATER for a paper-boat drawing and ROAD for a bus drawing. Its given request is WATER.

Own first invitation: Make a vehicle-picture finder for a story you choose. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: WATER returns the boat drawing, not a real service or trip.

Different option: Ask for ROAD and say which picture the local key names.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

C05 · pretend kitchen

Full source: A paper cafe menu uses CUP for a cup drawing and PLATE for a plate drawing. A toy diner asks for PLATE.

Own first invitation: Choose harmless pretend kitchen drawings and give them meaningful keys. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: PLATE returns the plate picture without food handling.

Different option: Leave CUP empty in an own draft and say that its item is not yet entered.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

C06 · garden outlines

Full source: An invented garden-picture kit uses LEAF for a leaf outline and POT for a pot outline. Its maker asks for LEAF.

Own first invitation: Choose a drawn shape for your own imaginary garden. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: LEAF returns the outline for a picture; no plant-care fact follows.

Different option: Use a broad GARDEN key on both and keep both matches.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

C07 · music drawer

Full source: A puppet band’s picture drawer uses TAP for a drum drawing and SHAKE for a shaker drawing. The puppet requests TAP. No audio is played.

Own first invitation: Make a quiet music-picture finder or describe a chosen sound idea. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: TAP returns the drum picture; this is a representation key.

Different option: Ask which separate actual tool could play an approved cue, if available.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

C08 · sports kit

Full source: A pretend equipment picture box uses THROW for a broad ball drawing and STEP for a shoe drawing. The given request is STEP.

Own first invitation: Invent one sport-story item card without requiring running or a real kit. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: STEP returns the shoe picture, not an observed physical movement.

Different option: Give both the same PLAY key and report that it returns two pictures.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

C09 · museum cards

Full source: A made-up museum card set uses SHELL for an invented shell drawing and BONE for an invented bone drawing. The request is SHELL.

Own first invitation: Invent a creature exhibit with one card and a useful local key. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: SHELL returns the drawn card; no specimen identification is supplied.

Different option: Add a second invented shell drawing only if you actually create it.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

C10 · recycling game

Full source: A pretend paper sorting game uses FLAT for a sheet drawing and BOX for a folded-box drawing. The player asks for BOX.

Own first invitation: Make a harmless shape-sorting game with a key you choose. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: BOX returns the box drawing; the game supplies no actual bin rule.

Different option: For a real bin question an adult needs the current local provider; retain this fiction if unchecked.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

C11 · paper boats

Full source: An invented boat-picture harbour uses SAIL for a sailboat drawing and OAR for a rowboat drawing. The request is OAR.

Own first invitation: Choose a paper boat story and a key naming one drawing. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: OAR returns the rowboat picture; no floating or safety trial occurred.

Different option: Show that a picture of a boat is a representation, not an actual boat.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

C12 · robot workshop

Full source: A paper robot kit key uses WHEEL for its wheel sketch and ARM for its arm sketch. A story maker requests ARM.

Own first invitation: Invent one robot part on a broad card and make its key. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: ARM returns the supplied arm sketch; nothing runs or moves.

Different option: Try a missing HEAD request and state that this key has no match.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

C13 · weather story

Full source: An imaginary forecast card set uses SUN for a sun drawing and RAIN for a cloud-with-lines drawing. A story request is RAIN. It gives no actual weather data.

Own first invitation: Make a fictional scene-choice finder, with the meaning of each mark supplied. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: RAIN returns the story cloud picture.

Different option: A real today-weather claim needs a separately checked source, not this invented key.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

C14 · art marks

Full source: A made-up art drawer uses WAVY for a wavy-line card and DOTS for a broad dotted card. A maker requests DOTS.

Own first invitation: Choose an own broad mark pattern and give its representation a key. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: DOTS returns that mark card.

Different option: Keep two versions with different keys and choose which serves your job.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

C15 · building plans

Full source: A pretend building-picture set uses BRIDGE for a bridge sketch and TOWER for a tower sketch. The request is BRIDGE. No structure is built.

Own first invitation: Make a broad drawing for your imagined building collection. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: BRIDGE returns the plan picture; it does not prove strength.

Different option: If a safe actual broad object is available, distinguish it from its picture.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

C16 · space stories

Full source: An invented story drawer uses NIGHT for a moon drawing and FLY for a rocket drawing. The puppet requests NIGHT.

Own first invitation: Choose one nonidentifying original space character or setting picture. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: NIGHT returns its moon-story picture; no astronomy observation is supplied.

Different option: Invite an own name for the drawing instead of copying its given key.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

C17 · bicycle drawings

Full source: A pretend parts board gives BIKE to both wheel and handlebar drawings. The request is BIKE. No riding occurs.

Own first invitation: Make a broad and a narrow finder for safe equipment drawings. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: Both drawings match BIKE in this local key.

Different option: Use WHEEL only for the wheel in a separate chosen version.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

C18 · repair pictures

Full source: An imaginary repair desk uses JOIN for a split-card sketch and COVER for a scratched-card sketch. Its puppet requests COVER. No tool or repair is used.

Own first invitation: Make a story repair-picture finder with harmless marks and a stated key. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: COVER returns the scratched-card drawing.

Different option: Describe a proposed next repair without claiming it has happened.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

C19 · aquarium game

Full source: A made-up aquarium game uses FIN for a fish drawing and SHELL for a snail drawing. Its request is FIN. No animal is present.

Own first invitation: Invent an underwater story collection using your own pictures or descriptions. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: FIN returns the fish-game picture; no animal-care rule is supplied.

Different option: Try BUBBLE against the complete supplied collection: BUBBLE is not an entry, so the current request has no matches. Separately, if wanted, make or direct a new bubble picture and explicitly give it BUBBLE in an own collection. Retry only after that entry is actually made; its future result remains separate from the supplied source and is not known beforehand.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

C20 · market pictures

Full source: A pretend stall uses APPLE for an apple drawing and PEAR for a pear drawing. A character requests PEAR. No real food or sale is involved.

Own first invitation: Choose one harmless shop-story picture and its own key. Try an own idea before the adult reasoning; all own places start empty.

Adult worked reasoning: PEAR returns its pear picture.

Different option: Choose to keep a completed version privately rather than add more entries.

Access: Draw/point/direct/write/speak/sign/usual communication or neutral faithful scribing. Use full descriptions, broad outlines or patterns; no colour-only/mouse/counting/speech prerequisite.

Home

H01 · What are we finding? at home

Day: 121

Complete source: A bedtime teddy collection uses BED for a blanket drawing and PLAY for a drum drawing. The puppet wants the blanket.

Invitation: Make your own tiny toy-story finder with one bedtime or play picture. Try an own idea before the adult reasoning; all own places start empty.

Try it

Read or neutrally describe the complete source; ask which picture the child would like to find before showing a model.
BED returns the blanket drawing. Offer an own harmless item/key choice rather than require this supplied answer.
Make/direct one broad card or a faithful spoken/signed/AAC record. Show the given key or the child’s clearly stated own key.
Try one wanted request and keep only what actually happens; a picture/plan is not a real system encounter.

Read or neutrally describe the complete source; ask which picture the child would like to find before showing a model.
FIN returns the fish-game picture; no animal-care rule is supplied. Offer an own harmless item/key choice rather than require this supplied answer.
Make/direct one broad card or a faithful spoken/signed/AAC record. Show the given key or the child’s clearly stated own key.
Try one wanted request and keep only what actually happens; a picture/plan is not a real system encounter.

Notice: One actual own contribution may be retained with source/date/help; a fresh later account is a separate opportunity, not automatic improvement proof.

Next offer: Try BUBBLE against the complete supplied collection: BUBBLE is not an entry, so the current request has no matches. Separately, if wanted, make or direct a new bubble picture and explicitly give it BUBBLE in an own collection. Retry only after that entry is actually made; its future result remains separate from the supplied source and is not known beforehand.

Family question: Would you like to keep this, change one thing, or stop here?

Projects

X01 · Teddy’s little drawer

Day: 121

Job: Make a place to find a bedtime drawing.

Complete start source: Pretend teddy shelf: a BED card shows a broad blanket drawing. A PLAY card shows a broad drum drawing. Its paper key says BED means bedtime things and PLAY means play things. Teddy requests the blanket.

Materials: Broad scrap cards, thick mark-maker or neutral faithful helper; approved optional device only for actual selected system work. Adult handles any cutting and checks local safety; no small pieces or purchase.

Try it

Choose your useful job: Make a place to find a bedtime drawing. Keep an own choice before the ordinary worked reasoning.
Read the complete starting source and its key. Decide one item representation worth making or directing; a described/tactile record can stand beside paper.
Make one item/key entry with an explicit link. Add up to two others only if they serve your chosen job; blank extra places are fine.
Try one wanted request and show every match, or state that no matching entry is present. When the job is paper, say paper; record actual device/operator/input/display only where encountered.
If useful, retain a whole first record and make one chosen change in a separate record. Compare meanings for the job, rather than praise length, speed or decoration.
Choose keep/change/rest/finish. Keep the own record privately or ask a willing reader to try one request; no actual response is invented.

Choose a route

D121-R1 · Try a practical choice

Place two broad cards on a reachable tray. Direct the BED key and blanket return; the helper reads/moves exactly the chosen card.

Same target: One chosen job and a key linked to an intended representation.

D121-R2 · Make or describe

Draw or dictate a blanket and drum representation. Put a chosen word/outline/pattern by the blanket and show what the key names.

Same target: One chosen job and a key linked to an intended representation.

D121-R3 · Use your usual communication

Request the blanket through speech/sign/usual communication or partner-assisted choice. Direct a helper to use BED; observe or keep the choice private.

Same target: One chosen job and a key linked to an intended representation.

Observable: One chosen job and a key linked to an intended representation.

Specific next: Offer two described broad finding jobs first. The child chooses one, gives or selects an explicit key, then directs its return.

Extension: A different teddy wants the drum; try its given PLAY key.

Limits: Optional larger practical offer; no complete-year/independent-motor/real audience/progress/translation claim. Local actual curriculum opportunities need professional judgment.

X02 · A cup-picture shelf

Day: 122

Job: Make a cup-picture entry with an explained key; distinguish the safe demonstration object from its representation where actually explored.

Complete start source: Model art shelf: a locally safe broad empty cup is the demonstration object. A cup outline on a card represents it. A loop mark on the given key names that picture. The outline is flat; only the real demonstration cup can hold the approved paper strip.

Try it

Choose your useful job: Make a cup-picture entry with an explained key; distinguish the safe demonstration object from its representation where actually explored. Keep an own choice before the ordinary worked reasoning.
Read the complete starting source and its key. Decide one item representation worth making or directing; a described/tactile record can stand beside paper.
Make one item/key entry with an explicit link. Add up to two others only if they serve your chosen job; blank extra places are fine.
Try one wanted request and show every match, or state that no matching entry is present. When the job is paper, say paper; record actual device/operator/input/display only where encountered.
If useful, retain a whole first record and make one chosen change in a separate record. Compare meanings for the job, rather than praise length, speed or decoration.
Choose keep/change/rest/finish. Keep the own record privately or ask a willing reader to try one request; no actual response is invented.

Choose a route

D122-R1 · Try a practical choice

Explore a safe broad object and drawing, or their complete descriptions. Place the given key beside the drawing. No available object means no actual-object observation.

Same target: A chosen representation relates to an item; object versus picture distinction is recorded only if actually explored.

D122-R2 · Make or describe

Draw/dictate a new representation of a safe familiar item and give it a chosen mark. Artistic realism is not required; indicate the intended link.

Same target: A chosen representation relates to an item; object versus picture distinction is recorded only if actually explored.

D122-R3 · Use your usual communication

Ask for neutral descriptions/tactile outlines and use usual communication to distinguish model/picture/key. Direct any helper handling.

Same target: A chosen representation relates to an item; object versus picture distinction is recorded only if actually explored.

Observable: A chosen representation relates to an item; object versus picture distinction is recorded only if actually explored.

Specific next: Place one safe broad model beside its drawing and invite a distinction through wanted access. If no object is available, keep the work labelled picture exploration.

Extension: For another picture choice, make or direct a second cup outline and explicitly give both cup-picture entries the broad key CUP. A CUP request then finds both only in that actual new two-entry collection. A picture still cannot hold the paper strip; without a safe available object, keep the work labelled picture exploration.

Limits: Optional larger practical offer; no complete-year/independent-motor/real audience/progress/translation claim. Local actual curriculum opportunities need professional judgment.

X03 · A cupboard for a character

Day: 123

Job: Help a fictional character find one costume sketch.

Complete start source: Pretend costume cupboard: a cape drawing is labelled LONG and a hat drawing ROUND. Its local key says a stripe means LONG and a ring means ROUND. The ring is not a hat.

Try it

Choose your useful job: Help a fictional character find one costume sketch. Keep an own choice before the ordinary worked reasoning.
Read the complete starting source and its key. Decide one item representation worth making or directing; a described/tactile record can stand beside paper.
Make one item/key entry with an explicit link. Add up to two others only if they serve your chosen job; blank extra places are fine.
Try one wanted request and show every match, or state that no matching entry is present. When the job is paper, say paper; record actual device/operator/input/display only where encountered.
If useful, retain a whole first record and make one chosen change in a separate record. Compare meanings for the job, rather than praise length, speed or decoration.
Choose keep/change/rest/finish. Keep the own record privately or ask a willing reader to try one request; no actual response is invented.

Choose a route

D123-R1 · Try a practical choice

Choose a word/outline/pattern/tactile mark for a broad card. Put a matching key beside it, then request/direct that item.

Same target: An explicit key names its intended representation without a universal-symbol claim.

D123-R2 · Make or describe

Make/dictate a two-entry key using shapes or words. Show one item relationship without colour-only clues.

Same target: An explicit key names its intended representation without a universal-symbol claim.

D123-R3 · Use your usual communication

Use two described choices through sign/AAC or scanning. Direct the helper’s key/card placement and ask for the exact meaning back.

Same target: An explicit key names its intended representation without a universal-symbol claim.

Observable: An explicit key names its intended representation without a universal-symbol claim.

Specific next: First choose between two items, then direct a broad mark and restate its meaning. Offer one request using that key.

Extension: Try MASK against the supplied LONG/ROUND costume collection: no entry has MASK, so there is no current match. If wanted, make or direct a new mask drawing in a separate own collection and explicitly give it MASK. Retry only after the new entry is actually made; keep its future result separate from the supplied two-entry source.

Limits: Optional larger practical offer; no complete-year/independent-motor/real audience/progress/translation claim. Local actual curriculum opportunities need professional judgment.

X04 · A paper input-and-display theatre

Day: 124

Job: Enact an input, an agreed paper reply and Finish without calling it software.

Complete start source: Invented system account: a tablet runs an offline picture finder with CUPS and KITES choices. Jo chooses KITES with a permitted switch; the software displays a kite picture. Lee opens the application. No online search is reported.

Try it

Choose your useful job: Enact an input, an agreed paper reply and Finish without calling it software. Keep an own choice before the ordinary worked reasoning.
Read the complete starting source and its key. Decide one item representation worth making or directing; a described/tactile record can stand beside paper.
Make one item/key entry with an explicit link. Add up to two others only if they serve your chosen job; blank extra places are fine.
Try one wanted request and show every match, or state that no matching entry is present. When the job is paper, say paper; record actual device/operator/input/display only where encountered.
If useful, retain a whole first record and make one chosen change in a separate record. Compare meanings for the job, rather than praise length, speed or decoration.
Choose keep/change/rest/finish. Keep the own record privately or ask a willing reader to try one request; no actual response is invented.

Choose a route

D124-R1 · Try a practical choice

On an approved working device, use the later reviewed finder through a wanted keyboard/pointer/switch route. Choose a key and inspect its actual display for the finding job.

Same target: Actual system, purpose, child choice, operator/help and input/display outcome are recorded only when genuinely encountered.

D124-R2 · Make or describe

Build/draw a cardboard screen. Direct the given paper input and returned picture. This explores the model, not running software.

Same target: Actual system, purpose, child choice, operator/help and input/display outcome are recorded only when genuinely encountered.

D124-R3 · Use your usual communication

Direct an agreeing adult’s actual input through usual communication. Name the child decision/adult operation separately; neutral observation/pass remains available.

Same target: Actual system, purpose, child choice, operator/help and input/display outcome are recorded only when genuinely encountered.

Observable: Actual system, purpose, child choice, operator/help and input/display outcome are recorded only when genuinely encountered.

Specific next: Demonstrate one neutral locally familiar control, invite a wanted supported try or rest, and record actual roles. Paper models stay paper; familiarity needs later actual opportunity if unavailable.

Extension: Ask which separate actual tool could play an approved cue, if available.

Limits: Optional larger practical offer; no complete-year/independent-motor/real audience/progress/translation claim. Local actual curriculum opportunities need professional judgment.

X05 · A parcel finding board

Day: 125

Job: Make one parcel-picture request work, with no real address.

Complete start source: Ordinary parcel practice: DOT names a flat-box drawing and DASH a tall-tube drawing. The whole key is beside both cards. A toy requests the flat box. No parcel or address is used.

Try it

Choose your useful job: Make one parcel-picture request work, with no real address. Keep an own choice before the ordinary worked reasoning.
Read the complete starting source and its key. Decide one item representation worth making or directing; a described/tactile record can stand beside paper.
Make one item/key entry with an explicit link. Add up to two others only if they serve your chosen job; blank extra places are fine.
Try one wanted request and show every match, or state that no matching entry is present. When the job is paper, say paper; record actual device/operator/input/display only where encountered.
If useful, retain a whole first record and make one chosen change in a separate record. Compare meanings for the job, rather than praise length, speed or decoration.
Choose keep/change/rest/finish. Keep the own record privately or ask a willing reader to try one request; no actual response is invented.

Choose a route

D125-R1 · Try a practical choice

Read the complete DOT/DASH parcel-picture source neutrally. Point to or arrange the requested flat-box drawing and show the supplied DOT relationship; then choose one harmless own paper request if wanted.

Same target: Notice how an explicit parcel-picture key finds the intended drawing or how an own stated key serves the chosen paper job. This is ordinary practice, not an unseen first assessment.

D125-R2 · Make or describe

Draw or dictate one invented parcel-picture entry and a stated key. Try a wanted request against that actual own entry and explain every match or no match; unused places stay empty.

Same target: Notice how an explicit parcel-picture key finds the intended drawing or how an own stated key serves the chosen paper job. This is ordinary practice, not an unseen first assessment.

D125-R3 · Use your usual communication

Use usual communication, scanning or a faithful neutral helper to choose the drawing and direct its key. Read back the exact choice; record help, keep it private or pass. No address or real parcel is needed.

Same target: Notice how an explicit parcel-picture key finds the intended drawing or how an own stated key serves the chosen paper job. This is ordinary practice, not an unseen first assessment.

Observable: Notice how an explicit parcel-picture key finds the intended drawing or how an own stated key serves the chosen paper job. This is ordinary practice, not an unseen first assessment.

Specific next: If the relationship is unclear, place the complete DOT/flat-box and DASH/tall-tube cards beside their key, then invite one wanted request through the child’s usual communication. After the attempt, explain the supplied relation and invite a different own parcel-picture key only if useful. Keep this ordinary practice separate from held first accounts.

Extension: If wanted, make or direct a round invented parcel picture and explicitly give it ROUND in a new complete collection that retains DOT/flat-box and DASH/tall-tube. Try ROUND only after the new entry is actually made, and try DASH to check the retained tall-tube entry. These are paper pictures; no real parcel, shell specimen or address is involved.

Limits: Optional larger practical offer; no complete-year/independent-motor/real audience/progress/translation claim. Local actual curriculum opportunities need professional judgment.

X06 · My creature collection

Day: 126

Job: Create a small original nonpersonal creature collection.

Complete start source: Pretend space-story collection: NIGHT names a moon drawing, FLY a rocket drawing and RING a ringed-planet drawing. Its job is choosing a story picture. The puppet requests RING. No space observation is supplied.

Try it

Choose your useful job: Create a small original nonpersonal creature collection. Keep an own choice before the ordinary worked reasoning.
Read the complete space-story source as an ordinary example of a picture/key relationship. Then choose a separate harmless invented creature for your own collection; the moon, rocket and planet examples do not fill that own choice. A described or tactile record can stand beside paper.
Make one item/key entry with an explicit link. Add up to two others only if they serve your chosen job; blank extra places are fine.
Try one wanted request and show every match, or state that no matching entry is present. When the job is paper, say paper; record actual device/operator/input/display only where encountered.
If useful, retain a whole first record and make one chosen change in a separate record. Compare meanings for the job, rather than praise length, speed or decoration.
Choose keep/change/rest/finish. Keep the own record privately or ask a willing reader to try one request; no actual response is invented.

Choose a route

D126-R1 · Try a practical choice

Make one to three broad paper cards with explicit keys for a safe nonpersonal story/toy/art finding job. Direct one request.

Same target: One useful own job/item/key relationship forms an understandable entry; additional entries are optional.

D126-R2 · Make or describe

Draw/type/dictate a job and one item/key pair in the future reviewed finder. Leave extra fields blank; no example silently replaces an own choice.

Same target: One useful own job/item/key relationship forms an understandable entry; additional entries are optional.

D126-R3 · Use your usual communication

Describe the desired item through speech/sign/AAC and choose its key through scanning. A helper makes only the directed card/text and states who operated.

Same target: One useful own job/item/key relationship forms an understandable entry; additional entries are optional.

Observable: One useful own job/item/key relationship forms an understandable entry; additional entries are optional.

Specific next: Cover extra rows or show one field pair first. Keep one item/key link; add another only when it helps the chosen finding job.

Extension: For a different own creature collection, make or direct a harmless zigzag-creature drawing and explicitly give it ZIG. Try ZIG only after that entry is actually made. This drawing represents an invented creature; it does not create or identify an animal. Keep this own example separate from the supplied space-story collection.

Limits: Optional larger practical offer; no complete-year/independent-motor/real audience/progress/translation claim. Local actual curriculum opportunities need professional judgment.

X07 · Two jobs at one desk

Day: 127

Job: Choose a finding tool and an inspecting tool for distinct stated purposes.

Complete start source: Invented account: Sam uses an offline finder on a laptop to display a named sketch card, then an offline viewer on that laptop to enlarge the sketch. Keyboard/screen are physical; the two software tools serve different jobs. No internet search occurs.

Try it

Choose your useful job: Choose a finding tool and an inspecting tool for distinct stated purposes. Keep an own choice before the ordinary worked reasoning.
Read the complete starting source and its key. Decide one item representation worth making or directing; a described/tactile record can stand beside paper.
Make one item/key entry with an explicit link. Add up to two others only if they serve your chosen job; blank extra places are fine.
Try one wanted request and show every match, or state that no matching entry is present. When the job is paper, say paper; record actual device/operator/input/display only where encountered.
If useful, retain a whole first record and make one chosen change in a separate record. Compare meanings for the job, rather than praise length, speed or decoration.
Choose keep/change/rest/finish. Keep the own record privately or ask a willing reader to try one request; no actual response is invented.

Choose a route

D127-R1 · Try a practical choice

Choose between the reviewed finder and an approved offline picture viewer where available. Use one for its purpose; compare an actual second encounter only if wanted.

Same target: A genuine familiar encounter connects a purpose, chosen action and outcome where observed; a second distinct encounter is optional.

D127-R2 · Make or describe

Place paper FIND and LOOK cards beside complete model accounts. Direct a pretend selected versus enlarged picture; name paper jobs without software-use claims.

Same target: A genuine familiar encounter connects a purpose, chosen action and outcome where observed; a second distinct encounter is optional.

D127-R3 · Use your usual communication

Use a wanted accessible actual control or direct an adult. Choose a purpose before input and describe the result. A silent picture route replaces unwanted sound.

Same target: A genuine familiar encounter connects a purpose, chosen action and outcome where observed; a second distinct encounter is optional.

Observable: A genuine familiar encounter connects a purpose, chosen action and outcome where observed; a second distinct encounter is optional.

Specific next: Begin with one locally familiar system and clear job. If the child only watched, record that participation and invite a supported turn later; do not infer independent use.

Extension: A real today-weather claim needs a separately checked source, not this invented key.

Limits: Optional larger practical offer; no complete-year/independent-motor/real audience/progress/translation claim. Local actual curriculum opportunities need professional judgment.

X08 · The broad and narrow key challenge

Day: 128

Job: Keep two complete versions and try a broad versus narrow request.

Complete start source: Pretend bike-card collection: wheel and handlebar drawings both use BIKE. A BIKE request returns both. Its maker keeps that version, then changes the wheel key to WHEEL in another complete version. WHEEL returns its wheel drawing. No riding occurs.

Try it

Choose your useful job: Keep two complete versions and try a broad versus narrow request. Keep an own choice before the ordinary worked reasoning.
Read the complete starting source and its key. Decide one item representation worth making or directing; a described/tactile record can stand beside paper.
Make one item/key entry with an explicit link. Add up to two others only if they serve your chosen job; blank extra places are fine.
Try one wanted request and show every match, or state that no matching entry is present. When the job is paper, say paper; record actual device/operator/input/display only where encountered.
If useful, retain a whole first record and make one chosen change in a separate record. Compare meanings for the job, rather than praise length, speed or decoration.
Choose keep/change/rest/finish. Keep the own record privately or ask a willing reader to try one request; no actual response is invented.

Choose a route

D128-R1 · Try a practical choice

Retain a full paper/faithful record, alter one key on another copy, and show every matching entry—including two matches.

Same target: Actual first/revised meanings and a job-related keep/change reason stay visible; a different version need not be better.

D128-R2 · Make or describe

Explicitly choose Version1/Version2 in the later reviewed tool. Compare all eight fields/identities. Restore/replace/clear requires a named choice.

Same target: Actual first/revised meanings and a job-related keep/change reason stay visible; a different version need not be better.

D128-R3 · Use your usual communication

Direct one change through usual communication; an agreeing helper preserves both complete records and reads their results. Keeping the broad version is valid.

Same target: Actual first/revised meanings and a job-related keep/change reason stay visible; a different version need not be better.

Observable: Actual first/revised meanings and a job-related keep/change reason stay visible; a different version need not be better.

Specific next: Keep two complete paper records and change one stated key only. Try broad and narrow requests and invite either version for the chosen job.

Extension: If a safe actual broad object is available, distinguish it from its picture.

Limits: Optional larger practical offer; no complete-year/independent-motor/real audience/progress/translation claim. Local actual curriculum opportunities need professional judgment.

X09 · A private maker envelope

Day: 129

Job: Make/direct a harmless own contribution and choose who sees it.

Complete start source: Invented maker account: Ari directs a new zigzag creature drawing and asks an adult to write ZIG beside it. The adult follows that choice. Ari says, That is my creature choice. A ready-made star picture belongs to the supplied pack. Ari keeps the new choice private.

Try it

Choose your useful job: Make/direct a harmless own contribution and choose who sees it. Keep an own choice before the ordinary worked reasoning.
Read the complete starting source and its key. Decide one item representation worth making or directing; a described/tactile record can stand beside paper.
Make one item/key entry with an explicit link. Add up to two others only if they serve your chosen job; blank extra places are fine.
Try one wanted request and show every match, or state that no matching entry is present. When the job is paper, say paper; record actual device/operator/input/display only where encountered.
If useful, retain a whole first record and make one chosen change in a separate record. Compare meanings for the job, rather than praise length, speed or decoration.
Choose keep/change/rest/finish. Keep the own record privately or ask a willing reader to try one request; no actual response is invented.

Choose a route

D129-R1 · Try a practical choice

Make/direct an original harmless picture/mark. Privately point to the actual contribution reflecting your own choice and keep it covered if wanted.

Same target: After an actual made/directed nonpersonal own contribution, the learner may identify a personally chosen own-data example; generic fictional sorting alone is insufficient.

D129-R2 · Make or describe

Draw/dictate a new nonidentifying creature/pattern and broad label. If wanted, say which choice is yours; no real name/private value needed.

Same target: After an actual made/directed nonpersonal own contribution, the learner may identify a personally chosen own-data example; generic fictional sorting alone is insufficient.

D129-R3 · Use your usual communication

Direct a helper’s making through usual communication and identify the actual selected contribution only if wanted. Record content chooser versus maker and respect no-share/pass.

Same target: After an actual made/directed nonpersonal own contribution, the learner may identify a personally chosen own-data example; generic fictional sorting alone is insufficient.

Observable: After an actual made/directed nonpersonal own contribution, the learner may identify a personally chosen own-data example; generic fictional sorting alone is insufficient.

Specific next: Offer an empty broad space for a harmless creature/pattern. After genuinely making/directing it, privately invite recognition of the chosen own contribution. Pass leaves the opportunity open without demanding private values.

Extension: If wanted, keep the complete zigzag-creature/ZIG record and make a separate copy with its key explicitly changed to CREATURE. The picture stays the same. Try ZIG and CREATURE on both actual records and keep each result with its version. The child may keep both covered, choose either version or pass; no WHEEL entry or public sharing is introduced.

Limits: Optional larger practical offer; no complete-year/independent-motor/real audience/progress/translation claim. Local actual curriculum opportunities need professional judgment.

X10 · A finder I can hand over

Day: 130

Job: Make one current finding request understandable to a private self-reader or willing person.

Complete start source: Ordinary museum practice: SHELL names a made-up shell drawing and BONE a made-up bone drawing. A SHELL request returns the paper shell picture. The maker wants another shell picture but has not added it. No real specimen fact is supplied.

Try it

Choose your useful job: Make one current finding request understandable to a private self-reader or willing person. Keep an own choice before the ordinary worked reasoning.
Read the complete starting source and its key. Decide one item representation worth making or directing; a described/tactile record can stand beside paper.
Make one item/key entry with an explicit link. Add up to two others only if they serve your chosen job; blank extra places are fine.
Try one wanted request and show every match, or state that no matching entry is present. When the job is paper, say paper; record actual device/operator/input/display only where encountered.
If useful, retain a whole first record and make one chosen change in a separate record. Compare meanings for the job, rather than praise length, speed or decoration.
Choose keep/change/rest/finish. Keep the own record privately or ask a willing reader to try one request; no actual response is invented.

Choose a route

D130-R1 · Try a practical choice

Try one own paper request, show every matching card and keep the version or next idea. Self-reader is enough; a willing visitor may try only if wanted.

Same target: One actual own contribution may be retained with source/date/help; a fresh later account is a separate opportunity, not automatic improvement proof.

D130-R2 · Make or describe

Use the future reviewed finder for an actual purpose if available or keep a complete paper record. State actual child/software/directed adult/model/plan roles honestly.

Same target: One actual own contribution may be retained with source/date/help; a fresh later account is a separate opportunity, not automatic improvement proof.

D130-R3 · Use your usual communication

Use usual communication to explain/direct the job and result or untried idea. Record a current first contribution when older evidence is absent; no invented progress/share requirement.

Same target: One actual own contribution may be retained with source/date/help; a fresh later account is a separate opportunity, not automatic improvement proof.

Observable: One actual own contribution may be retained with source/date/help; a fresh later account is a separate opportunity, not automatic improvement proof.

Specific next: If no earlier own record exists, gather a current first entry honestly. Offer one eligible unseen later account after appropriate teaching and choose its unrelated next lesson for a specific gap.

Extension: Try BUBBLE against the complete supplied collection: BUBBLE is not an entry, so the current request has no matches. Separately, if wanted, make or direct a new bubble picture and explicitly give it BUBBLE in an own collection. Retry only after that entry is actually made; its future result remains separate from the supplied source and is not known beforehand.

Limits: Optional larger practical offer; no complete-year/independent-motor/real audience/progress/translation claim. Local actual curriculum opportunities need professional judgment.

Worksheets

W01 · What are we finding? · own space

Day: 121

Full source: Pretend teddy shelf: a BED card shows a broad blanket drawing. A PLAY card shows a broad drum drawing. Its paper key says BED means bedtime things and PLAY means play things. Teddy requests the blanket.

My own places

These four labelled places start empty. Use one, more, or none. Models stay outside them. This written proposal specifies empty areas; final page and paper layout still require construction and review.

My item or representation

My item or representation

My key means

What I chose or tried

My next keep or try

Staff notice: One actual own contribution may be retained with source/date/help; a fresh later account is a separate opportunity, not automatic improvement proof.

Scripts

N01 · 121

Day: 121

Role: Original complete written candidate script, not generated/listened audio or verified translation.

Whole script: Teddy needs a bedtime picture. What could help? Pretend teddy shelf: a BED card shows a broad blanket drawing. A PLAY card shows a broad drum drawing. Its paper key says BED means bedtime things and PLAY means play things. Teddy requests the blanket. Make a little place to find one useful thing. You can draw, point, tell, sign, use your usual communication, or ask someone to make exactly what you direct. One item is enough to begin. Keep your own first idea before the adult model. Your spaces start empty. You can keep it private, take a break, pass or come back. Paper works too. A real tool result is recorded only if you actually try an available tool.

Audio gate: Later narration must read the complete source and directions faithfully and be personally listened to; transcript and silent route stay available. No voice/accent/cultural-language or sensory suitability accepted by this written proposal.

N02 · 122

Day: 122

Role: Original complete written candidate script, not generated/listened audio or verified translation.

Whole script: One thing can have a picture too. Let’s look. Model art shelf: a locally safe broad empty cup is the demonstration object. A cup outline on a card represents it. A loop mark on the given key names that picture. The outline is flat; only the real demonstration cup can hold the approved paper strip. Show one thing another way. You can draw, point, tell, sign, use your usual communication, or ask someone to make exactly what you direct. One item is enough to begin. Keep your own first idea before the adult model. Your spaces start empty. You can keep it private, take a break, pass or come back. Paper works too. A real tool result is recorded only if you actually try an available tool.

N03 · 123

Day: 123

Role: Original complete written candidate script, not generated/listened audio or verified translation.

Whole script: A mark can have a job. You choose its meaning. Pretend costume cupboard: a cape drawing is labelled LONG and a hat drawing ROUND. Its local key says a stripe means LONG and a ring means ROUND. The ring is not a hat. Make a mark mean something useful. You can draw, point, tell, sign, use your usual communication, or ask someone to make exactly what you direct. One item is enough to begin. Keep your own first idea before the adult model. Your spaces start empty. You can keep it private, take a break, pass or come back. Paper works too. A real tool result is recorded only if you actually try an available tool.

N04 · 124

Day: 124

Role: Original complete written candidate script, not generated/listened audio or verified translation.

Whole script: Ask, choose, then notice what appears. Invented system account: a tablet runs an offline picture finder with CUPS and KITES choices. Jo chooses KITES with a permitted switch; the software displays a kite picture. Lee opens the application. No online search is reported. Try a tool for a finding job. You can draw, point, tell, sign, use your usual communication, or ask someone to make exactly what you direct. One item is enough to begin. Keep your own first idea before the adult model. Your spaces start empty. You can keep it private, take a break, pass or come back. Paper works too. A real tool result is recorded only if you actually try an available tool.

N05 · 125

Day: 125

Role: Original complete written candidate script, not generated/listened audio or verified translation.

Whole script: Here is a new little finding story. Ordinary parcel practice: DOT names a flat-box drawing and DASH a tall-tube drawing. The whole key is beside both cards. A toy requests the flat box. No parcel or address is used. Show what a new key can do. You can draw, point, tell, sign, use your usual communication, or ask someone to make exactly what you direct. One item is enough to begin. Keep your own first idea before the adult model. Your spaces start empty. You can keep it private, take a break, pass or come back. Paper works too. A real tool result is recorded only if you actually try an available tool.

N06 · 126

Day: 126

Role: Original complete written candidate script, not generated/listened audio or verified translation.

Whole script: What would you put in your own collection? Pretend space-story collection: NIGHT names a moon drawing, FLY a rocket drawing and RING a ringed-planet drawing. Its job is choosing a story picture. The puppet requests RING. No space observation is supplied. Make a collection worth finding. You can draw, point, tell, sign, use your usual communication, or ask someone to make exactly what you direct. One item is enough to begin. Keep your own first idea before the adult model. Your spaces start empty. You can keep it private, take a break, pass or come back. Paper works too. A real tool result is recorded only if you actually try an available tool.

N07 · 127

Day: 127

Role: Original complete written candidate script, not generated/listened audio or verified translation.

Whole script: Two tools can help with different jobs. Invented account: Sam uses an offline finder on a laptop to display a named sketch card, then an offline viewer on that laptop to enlarge the sketch. Keyboard/screen are physical; the two software tools serve different jobs. No internet search occurs. Pick a tool that helps your job. You can draw, point, tell, sign, use your usual communication, or ask someone to make exactly what you direct. One item is enough to begin. Keep your own first idea before the adult model. Your spaces start empty. You can keep it private, take a break, pass or come back. Paper works too. A real tool result is recorded only if you actually try an available tool.

N08 · 128

Day: 128

Role: Original complete written candidate script, not generated/listened audio or verified translation.

Whole script: A broad key can find two things. Is that useful? Pretend bike-card collection: wheel and handlebar drawings both use BIKE. A BIKE request returns both. Its maker keeps that version, then changes the wheel key to WHEEL in another complete version. WHEEL returns its wheel drawing. No riding occurs. Keep one. Change one. See what happens. You can draw, point, tell, sign, use your usual communication, or ask someone to make exactly what you direct. One item is enough to begin. Keep your own first idea before the adult model. Your spaces start empty. You can keep it private, take a break, pass or come back. Paper works too. A real tool result is recorded only if you actually try an available tool.

N09 · 129

Day: 129

Role: Original complete written candidate script, not generated/listened audio or verified translation.

Whole script: Your choice can stay yours and stay private. Invented maker account: Ari directs a new zigzag creature drawing and asks an adult to write ZIG beside it. The adult follows that choice. Ari says, That is my creature choice. A ready-made star picture belongs to the supplied pack. Ari keeps the new choice private. You get to choose what you share. You can draw, point, tell, sign, use your usual communication, or ask someone to make exactly what you direct. One item is enough to begin. Keep your own first idea before the adult model. Your spaces start empty. You can keep it private, take a break, pass or come back. Paper works too. A real tool result is recorded only if you actually try an available tool.

N10 · 130

Day: 130

Role: Original complete written candidate script, not generated/listened audio or verified translation.

Whole script: Let’s find one thing and keep a next idea. Ordinary museum practice: SHELL names a made-up shell drawing and BONE a made-up bone drawing. A SHELL request returns the paper shell picture. The maker wants another shell picture but has not added it. No real specimen fact is supplied. Find one thing. Keep a next idea. You can draw, point, tell, sign, use your usual communication, or ask someone to make exactly what you direct. One item is enough to begin. Keep your own first idea before the adult model. Your spaces start empty. You can keep it private, take a break, pass or come back. Paper works too. A real tool result is recorded only if you actually try an available tool.

Eight complete formative offers and 32 next teaching lessons

Use one useful eligible offer. Read the whole neutral source in place and keep four child spaces empty. Staff reasoning is separate. These are original formative prompts, not QCAA grades.

Select one useful eligible whole offer. All eight/32 are alternatives, not a child quota. Ordinary sources and next teaching are teaching material. Keep same-page initially closed neutral source and four genuine blanks on own pages; staff criteria/worked/next pages stay separate.

Keep exact source ID/date, own words/mode/help and criterion-level observations. Meaning counts; handwriting, spelling and speech fluency do not substitute for the target. No automatic marking, forced sharing or comparative progress claim.

A genuine supervised locally approved device/app encounter may support actual system familiarity/use. Paper roleplay and fictional accounts do not establish it. A voluntary actual original nonidentifying learner choice/contribution may support identifying an own data example; Ari/Bo source answers do not establish the learner’s own contribution. Preserve missing opportunities explicitly.

A-first · Pocket picture finder

An invented pocket board has a scarf picture labelled STRIPE and a mitten picture labelled LOOP. Its key says STRIPE means the scarf picture and LOOP means the mitten picture. Neri wants the mitten picture and points to LOOP. The board shows the mitten picture. No clothing is worn.

Use after this target and an accessible response route have actually been offered. Confirm this whole source and staff responses have not been seen; otherwise label practice. A later offer requires a fresh whole source and an intervening teaching opportunity. Without prior evidence call it current first evidence, not progress.

Read the exact source neutrally, reread, use broad pointing/card movement/usual communication or scribe exactly as directed. Record actual help and prompts. Do not supply a model, explain an answer or fill the four own spaces before an attempt. Pass, private response, pause or a smaller later offer remain valid.

These source responses do not alone prove actual device familiarity/use, an actual learner-owned contribution, calibrated QCAA bands or causal gains. Those are separately observed evidence.

A-first-Q1

Own prompt: What does LOOP name here?

Criterion: Identify the mitten picture from the stated local key, distinguishing a representation from an actual object.

Staff worked reasoning after an attempt: LOOP names the mitten picture.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT01 · Shoe-repair pictures

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A fresh imaginary repair board has a lace drawing named TIE and a patch drawing named PATCH. Its key states both relations. Nobody repairs a shoe.

Own first invitation: Point to what PATCH names.

Teaching moves: 1. Present the complete new shoe-repair pictures source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Point to what PATCH names. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: PATCH names the patch drawing, not a completed repair. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: PATCH names the patch drawing, not a completed repair.

Observable: Links PATCH to the supplied patch representation.

Access: The meaning stays the same through broad cards, usual communication, drawing or faithful scribing. One response is enough; there is no motor-speed, handwriting, speech, hearing, sight, device or disclosure quota.

Eligibility and help: Record the actual teaching opportunity and help. A seen example is practice. A fresh held later offer stays separate and unseen. Do not infer actual learner device use or own contribution from a fictional response.

Next decision: If the stated relation remains unclear, reread this complete source and simplify to one relation. If it is clear, invite a different own harmless example or stop. Neither choice establishes a grade or gain.

A-first-Q2

Own prompt: Which card answers Neri’s request? Show why.

Criterion: Relate Neri’s mitten request to the LOOP key and mitten picture, rather than a personal preference.

Staff worked reasoning after an attempt: The mitten picture answers the request because LOOP names it.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT02 · Train-picture rack

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A new invented rack names an engine drawing ENGINE and a carriage drawing CAR. Sol requests CAR and the rack displays the carriage. No train runs.

Own first invitation: Find Sol’s requested picture and show the matching key.

Teaching moves: 1. Present the complete new train-picture rack source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Find Sol’s requested picture and show the matching key. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: CAR names carriage, which answers Sol’s request. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: CAR names carriage, which answers Sol’s request.

Observable: Connects request, key and carriage drawing.

A-first-Q3

Own prompt: What is shown? What has not been done?

Criterion: Retain the displayed picture and explicit no-wearing limit without inventing an action.

Staff worked reasoning after an attempt: The mitten picture is shown; no clothing is worn.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT03 · Paint idea and model

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A fresh made-up account shows a painted-wall drawing beside an untouched cardboard wall model. Its caption says the picture is an idea; the model has not been painted.

Own first invitation: What is represented, and what remains undone?

Teaching moves: 1. Present the complete new paint idea and model source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: What is represented, and what remains undone? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: The drawing represents a painted wall; the model has not been painted. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: The drawing represents a painted wall; the model has not been painted.

Observable: Separates represented paint from actual painting.

A-first-Q4

Own prompt: Make a different key for the scarf picture. Explain it.

Criterion: Give a harmless original mark, drawing or word with an explicit scarf-picture relation; neatness is not the criterion.

Staff worked reasoning after an attempt: I draw two bars and say they name this scarf picture. Other explicit harmless keys can work.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT04 · Towel marks

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A fresh pretend cupboard has a towel drawing keyed DRY. The key says DRY names this towel picture in our game. A sock drawing is separate and unkeyed.

Own first invitation: Invent another harmless mark for the towel drawing. Explain it.

Teaching moves: 1. Present the complete new towel marks source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Invent another harmless mark for the towel drawing. Explain it. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: Two dots could name the towel if the child explains that relation; DRY is not compulsory. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: Two dots could name the towel if the child explains that relation; DRY is not compulsory.

Observable: Makes an explicit original mark-to-towel relation.

A-later · Garden drawing finder

A fictional drawing collection has a watering-can outline named POUR and a flowerpot outline named POT. Its key says POUR names the watering-can outline and POT names the flowerpot outline. Miro asks for POT; the finder displays the flowerpot outline. Nothing has been watered or planted.

These source responses do not alone prove actual device familiarity/use, an actual learner-owned contribution, calibrated QCAA bands or causal gains. Those are separately observed evidence.

A-later-Q1

Own prompt: What does POUR stand for here?

Criterion: Identify the watering-can outline through the given local key, rather than an actual watering event.

Staff worked reasoning after an attempt: POUR stands for the watering-can outline.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT05 · Baking-tool outlines

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A fresh invented outline board names a whisk drawing MIX and a tray drawing TRAY. Its key states these local relations. No food is made.

Own first invitation: What does MIX stand for here?

Teaching moves: 1. Present the complete new baking-tool outlines source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: What does MIX stand for here? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: MIX stands for the whisk drawing, not baking. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: MIX stands for the whisk drawing, not baking.

Observable: Identifies the whisk representation from the local key.

A-later-Q2

Own prompt: Which drawing answers Miro’s request? Show why.

Criterion: Relate the POT request to the stated flowerpot-outline key.

Staff worked reasoning after an attempt: The flowerpot outline answers POT because the key names it POT.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT06 · Door-picture request

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A fresh fictional board names a door drawing OPEN and a window drawing LOOK. Fen requests LOOK. The board displays the window drawing. Nothing is opened.

Own first invitation: Choose Fen’s requested picture and show why.

Teaching moves: 1. Present the complete new door-picture request source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Choose Fen’s requested picture and show why. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: LOOK names window, which answers Fen’s request. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: LOOK names window, which answers Fen’s request.

Observable: Relates LOOK request to window without inventing opening.

A-later-Q3

Own prompt: What happened? What has not happened?

Criterion: Identify the displayed flowerpot outline and one supported absent action: no watering or no planting.

Staff worked reasoning after an attempt: The flowerpot outline is displayed; nothing has been watered or planted.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT07 · Bridge idea

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A new made-up account has a bridge sketch and two separate broad cardboard pieces. Its caption says We drew an idea; we have not built or tested a bridge.

Own first invitation: What is shown? What action is still absent?

Teaching moves: 1. Present the complete new bridge idea source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: What is shown? What action is still absent? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: A bridge idea is shown; no bridge has been built or tested. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: A bridge idea is shown; no bridge has been built or tested.

Observable: Retains sketch and no-building/no-testing boundaries.

A-later-Q4

Own prompt: Choose a different key for the watering-can outline. Explain it.

Criterion: Give an original explicit key-to-outline relationship, accepting usual communication without a universal-sign claim.

Staff worked reasoning after an attempt: I choose three dots and say THREE DOTS means this watering-can outline.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT08 · Apron key

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A fresh pretend costume board has an apron drawing with local key FRONT and a separate hat drawing. FRONT is only a chosen game key.

Own first invitation: Make a different harmless key for the apron and explain it.

Teaching moves: 1. Present the complete new apron key source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Make a different harmless key for the apron and explain it. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: A broad triangle could name the apron if that relation is stated. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: A broad triangle could name the apron if that relation is stated.

Observable: States a new explicit key for the apron representation.

B-first · One tablet, a useful finder

In this invented account a tablet is the physical device. A locally approved offline collection-finder app is its software. Its key names a crown drawing CROWN and a cape drawing CAPE. Jo wants CAPE. Jo selects CAPE with touch input; the app shows the cape drawing. Adult Lee opens the app first but does not choose Jo’s key. No network or account is used.

These source responses do not alone prove actual device familiarity/use, an actual learner-owned contribution, calibrated QCAA bands or causal gains. Those are separately observed evidence.

B-first-Q1

Own prompt: What is the physical device?

Criterion: Identify the tablet as hardware, not the app or displayed picture; this answer is source reasoning, not actual learner device use.

Staff worked reasoning after an attempt: The tablet is the physical device.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT09 · Camera-free viewer

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A fresh imaginary account says a desktop computer is a physical device. An offline viewer app displays a chair drawing. No camera or network is used.

Own first invitation: Which is the physical device? Which is software?

Teaching moves: 1. Present the complete new camera-free viewer source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Which is the physical device? Which is software? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: Computer is hardware; viewer app is software. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: Computer is hardware; viewer app is software.

Observable: Distinguishes device and app through the stated account.

B-first-Q2

Own prompt: What software does the finding job?

Criterion: Identify the offline collection-finder app as software for the particular finding purpose.

Staff worked reasoning after an attempt: The offline collection-finder app does the job.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT10 · Offline pattern maker

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A new fictional account says an offline pattern-maker app on an approved tablet repeats an original dot drawing when Repeat is selected. No upload occurs.

Own first invitation: Which software helps, and what job does it do?

Teaching moves: 1. Present the complete new offline pattern maker source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Which software helps, and what job does it do? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: The pattern-maker app repeats the dot drawing. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: The pattern-maker app repeats the dot drawing.

Observable: Links the named software to its repeating purpose.

B-first-Q3

Own prompt: What does Jo choose, and what appears?

Criterion: Trace CAPE input to the supplied cape drawing display without inventing movement or a network.

Staff worked reasoning after an attempt: Jo chooses CAPE and the app shows the cape drawing.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT11 · Handle label display

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A fresh imaginary desktop display names a lid drawing LID and a handle drawing HANDLE. A person selects HANDLE with a mouse; a label-viewer app displays the handle drawing.

Own first invitation: Tell or show the selection-to-display path.

Teaching moves: 1. Present the complete new handle label display source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Tell or show the selection-to-display path. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: HANDLE is selected and the handle drawing is displayed. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: HANDLE is selected and the handle drawing is displayed.

Observable: Traces stated input to matching output.

B-first-Q4

Own prompt: Who chooses the key? What does Lee do?

Criterion: Distinguish Jo’s choice from Lee’s opening support, retaining both roles.

Staff worked reasoning after an attempt: Jo chooses CAPE. Lee opens the app first.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT12 · Switch director

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A new invented account says Tess chooses OPEN for a door drawing in an offline app. Noor presses an approved switch exactly as Tess directs. The app shows the door drawing. Noor does not choose the word.

Own first invitation: Who chooses, and who presses?

Teaching moves: 1. Present the complete new switch director source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Who chooses, and who presses? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: Tess chooses; Noor presses as directed. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: Tess chooses; Noor presses as directed.

Observable: Retains chooser and operator separately.

B-later · A pointer and a flower picture

In a fictional account Ren uses a physical laptop with a locally approved offline picture-viewer app. Its collection names a flower drawing BLOOM and a leaf drawing LEAF. Ren wants the flower and says BLOOM. Helper Ivo moves the pointer and selects BLOOM exactly as Ren directs. The app displays the flower drawing. No photograph is taken and nothing is shared online.

These source responses do not alone prove actual device familiarity/use, an actual learner-owned contribution, calibrated QCAA bands or causal gains. Those are separately observed evidence.

B-later-Q1

Own prompt: Which thing is the hardware?

Criterion: Identify the laptop as the physical device rather than the viewer or drawing.

Staff worked reasoning after an attempt: The laptop is the hardware.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT13 · No printer attached

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A fresh fictional account says a physical laptop runs an offline shape-viewer app and shows a triangle drawing. No printer is attached and nothing is printed.

Own first invitation: Find the physical device.

Teaching moves: 1. Present the complete new no printer attached source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Find the physical device. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: The laptop is the physical device; nothing is printed. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: The laptop is the physical device; nothing is printed.

Observable: Identifies hardware without inferring printing.

B-later-Q2

Own prompt: Which software is used, and for what?

Criterion: Identify the offline picture-viewer app and its flower-picture finding/display purpose.

Staff worked reasoning after an attempt: The offline picture-viewer app finds and displays the flower drawing.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT14 · Offline label writer

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A new imaginary account says a locally approved offline label-writer app on a computer displays large letters for a badge idea. No badge is produced yet.

Own first invitation: Which app is used, and for what?

Teaching moves: 1. Present the complete new offline label writer source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Which app is used, and for what? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: The label-writer app displays letters for a badge idea. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: The label-writer app displays letters for a badge idea.

Observable: Links app and display purpose without inventing production.

B-later-Q3

Own prompt: What selection leads to the display?

Criterion: Trace Ren’s BLOOM direction through Ivo’s faithful selection to the flower drawing.

Staff worked reasoning after an attempt: Ren directs BLOOM, Ivo selects it, and the flower drawing appears.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT15 · Drawing-tile click

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A fresh fictional tile app names a wavy drawing WAVE and a spotted drawing SPOT. Nia directs a helper to select SPOT with a pointer. The app displays the spotted drawing.

Own first invitation: Show direction, selection and display.

Teaching moves: 1. Present the complete new drawing-tile click source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Show direction, selection and display. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: Nia directs SPOT; the helper selects it; the spotted drawing appears. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: Nia directs SPOT; the helper selects it; the spotted drawing appears.

Observable: Retains the three supplied parts of the path.

B-later-Q4

Own prompt: Who decides, and who moves the pointer?

Criterion: Retain Ren as chooser and Ivo as operator without treating access support as another person’s choice.

Staff worked reasoning after an attempt: Ren decides; Ivo moves the pointer as directed.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT16 · Directed circle viewer

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: In a new invented account Eli chooses a circle drawing through usual communication. Pat operates an approved pointer exactly as Eli directs in an offline viewer. No photo or internet is involved.

Own first invitation: Whose choice is this? What help happens?

Teaching moves: 1. Present the complete new directed circle viewer source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Whose choice is this? What help happens? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: Eli chooses; Pat operates as directed. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: Eli chooses; Pat operates as directed.

Observable: Distinguishes choice from access support.

An invented first collection names a star drawing SKY and a moon drawing also SKY. A SKY request returns both drawings. CLOUD returns no card because no card has that key. In a second collection only the moon key changes from SKY to MOON; the star remains SKY. SKY in the second returns only the star. The first complete collection is kept separately and is not removed.

These source responses do not alone prove actual device familiarity/use, an actual learner-owned contribution, calibrated QCAA bands or causal gains. Those are separately observed evidence.

C-first-Q1

Own prompt: What does SKY return in the first collection?

Criterion: Identify both star and moon from the duplicate first key, not one preferred picture.

Staff worked reasoning after an attempt: SKY returns both star and moon in the first collection.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT17 · Furniture cards

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A fresh imaginary collection names a chair drawing SEAT and a stool drawing also SEAT. SEAT returns both. Nobody sits on furniture.

Own first invitation: Show every SEAT match.

Teaching moves: 1. Present the complete new furniture cards source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Show every SEAT match. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: SEAT matches chair and stool drawings. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: SEAT matches chair and stool drawings.

Observable: Includes both duplicate-key matches.

C-first-Q2

Own prompt: What does CLOUD return? Why?

Criterion: Give no card and tie that result to the absent CLOUD key without inventing a cloud record.

Staff worked reasoning after an attempt: CLOUD returns none because that key is absent.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT18 · Absent tent

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A new fictional camp-picture collection names a cup CUP and a bag BAG. TENT returns none because no TENT entry exists.

Own first invitation: What can TENT return here? Why?

Teaching moves: 1. Present the complete new absent tent source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: What can TENT return here? Why? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: TENT returns none because that key is absent. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: TENT returns none because that key is absent.

Observable: Gives source-supported no-match without inventing a record.

C-first-Q3

Own prompt: What changes in the second collection? What does SKY return then?

Criterion: Identify only moon SKY→MOON and the resulting star-only SKY match.

Staff worked reasoning after an attempt: The moon key becomes MOON; SKY then returns only star.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT19 · Narrow music key

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A fresh fictional collection has drum and bell drawings both MUSIC. A second kept collection changes only drum’s key to DRUM; bell stays MUSIC. MUSIC then returns bell. No sound is made.

Own first invitation: What changes, what stays, and what now matches MUSIC?

Teaching moves: 1. Present the complete new narrow music key source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: What changes, what stays, and what now matches MUSIC? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: Drum MUSIC becomes DRUM; bell stays MUSIC and is the match. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: Drum MUSIC becomes DRUM; bell stays MUSIC and is the match.

Observable: Traces the single change and remaining match.

C-first-Q4

Own prompt: Is the first collection still kept? Show why.

Criterion: Use the explicit separately kept complete first collection rather than assuming an edit destroys it.

Staff worked reasoning after an attempt: Yes. The source says the first complete collection is kept separately.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT20 · Two drawing envelopes

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A new imaginary account keeps a complete farm-picture collection in First. A copied revised collection goes in Second. First remains separately kept unchanged.

Own first invitation: Does changing Second remove First? Show why.

Teaching moves: 1. Present the complete new two drawing envelopes source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Does changing Second remove First? Show why. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: No; First remains separately kept unchanged. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: No; First remains separately kept unchanged.

Observable: Uses retained separate version rather than edit-as-destruction.

C-later · A narrow bag key

A fictional first collection names a bag drawing CARRY and a basket drawing also CARRY. CARRY returns both. CUP returns nothing because CUP is not an entry. In a second collection only the bag key changes from CARRY to BAG; the basket remains CARRY. CARRY in the second returns only basket. Both complete collections are kept separately. No shopping or carrying has occurred.

These source responses do not alone prove actual device familiarity/use, an actual learner-owned contribution, calibrated QCAA bands or causal gains. Those are separately observed evidence.

C-later-Q1

Own prompt: What matches CARRY in the first collection?

Criterion: Identify both bag and basket from the duplicate first key.

Staff worked reasoning after an attempt: Bag and basket both match CARRY in the first collection.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT21 · Twin bookmarks

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A fresh fictional collection names a long bookmark drawing MARK and a short bookmark drawing also MARK. MARK returns both. No book is marked.

Own first invitation: Find all MARK matches.

Teaching moves: 1. Present the complete new twin bookmarks source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Find all MARK matches. Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: Both bookmark drawings match MARK. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: Both bookmark drawings match MARK.

Observable: Retains both supplied duplicate-key results.

C-later-Q2

Own prompt: What matches CUP? Show why.

Criterion: Give none because no CUP entry exists, without treating a missing record as found.

Staff worked reasoning after an attempt: Nothing matches CUP because that key is absent.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT22 · Missing bridge

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A new invented play-map collection names a house HOUSE and a path PATH. BRIDGE is absent and returns none.

Own first invitation: What does BRIDGE find here? Why?

Teaching moves: 1. Present the complete new missing bridge source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: What does BRIDGE find here? Why? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: It finds nothing because neither entry has that key. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: It finds nothing because neither entry has that key.

Observable: Recognises the absent key without nearest-picture guessing.

C-later-Q3

Own prompt: What changes? What matches CARRY in the second collection?

Criterion: Trace only bag CARRY→BAG and the unchanged basket CARRY match.

Staff worked reasoning after an attempt: The bag key becomes BAG; CARRY then matches only basket.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT23 · Umbrella key edit

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A fresh imaginary collection names umbrella and raincoat drawings RAIN. In a second kept collection only umbrella becomes UMBRELLA. Raincoat remains RAIN. RAIN then returns raincoat.

Own first invitation: What changes, and what answers RAIN now?

Teaching moves: 1. Present the complete new umbrella key edit source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: What changes, and what answers RAIN now? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: Only umbrella’s key changes; raincoat now answers RAIN. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: Only umbrella’s key changes; raincoat now answers RAIN.

Observable: Identifies exact edit and unchanged remaining match.

C-later-Q4

Own prompt: Are both versions kept? What practical action is absent?

Criterion: Retain both separately kept versions and one supported absent action: no shopping or no carrying.

Staff worked reasoning after an attempt: Both are kept separately; no shopping or carrying happens.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT24 · Saved kite sheets

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A new fictional account keeps First as a complete kite-picture key sheet. Second is a copied revised complete sheet. Both remain kept. Nobody flies a kite or buys materials.

Own first invitation: What is kept, and what practical action is absent?

Teaching moves: 1. Present the complete new saved kite sheets source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: What is kept, and what practical action is absent? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: Both sheets are kept; no flight or purchase happens. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: Both sheets are kept; no flight or purchase happens.

Observable: Retains two versions and explicit absent practical action.

D-first · A private creature card

In this invented account Ari chooses zigzag ears for an original imaginary creature drawing and chooses ZIG as its key. Ari directs helper Lee, who draws those chosen zigzags faithfully. A ready-made star picture from the pack is supplied by the adult; Ari did not make it. Ari calls the chosen creature-and-key example my own collection data and chooses to keep it private. No identifying name, address, photograph, login or upload is needed.

These source responses do not alone prove actual device familiarity/use, an actual learner-owned contribution, calibrated QCAA bands or causal gains. Those are separately observed evidence.

D-first-Q1

Own prompt: Which example does Ari call their own collection data?

Criterion: Identify Ari’s chosen creature drawing and ZIG key from the explicit account, not every supplied pack item.

Staff worked reasoning after an attempt: Ari calls the chosen creature drawing and ZIG key their own example.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT25 · Own ladder creature

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: In a fresh invented account Uma chooses ladder-shaped legs for an original creature and key RUNG. Uma calls that chosen drawing/key my own collection data. A supplied square card is separate.

Own first invitation: Which example does Uma identify as their own?

Teaching moves: 1. Present the complete new own ladder creature source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Which example does Uma identify as their own? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: Uma identifies the chosen ladder-legged creature and RUNG key. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: Uma identifies the chosen ladder-legged creature and RUNG key.

Observable: Distinguishes that own example from the supplied square.

D-first-Q2

Own prompt: Which picture was supplied ready-made?

Criterion: Identify the adult-supplied star and retain that Ari did not make it.

Staff worked reasoning after an attempt: The star picture was supplied ready-made by the adult.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT26 · Pack moon card

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A fresh fictional account says Jin chooses an original dotted hat drawing. A moon picture arrives ready-made in the adult pack, made earlier by someone else; Jin did not make it.

Own first invitation: Which picture is supplied by someone else?

Teaching moves: 1. Present the complete new pack moon card source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Which picture is supplied by someone else? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: The moon is supplied ready-made by someone else. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: The moon is supplied ready-made by someone else.

Observable: Attributes the supplied moon without inventing maker identity.

D-first-Q3

Own prompt: Who chooses, and who draws as directed?

Criterion: Distinguish Ari’s creative choices from Lee’s faithful drawing support.

Staff worked reasoning after an attempt: Ari chooses the ears and ZIG; Lee draws as directed.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT27 · Directed ribbon

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: In a new invented account Cleo chooses a zigzag ribbon and key BEND. Rex draws and writes exactly as Cleo directs and does not choose the shape or key.

Own first invitation: Who chooses, and who helps?

Teaching moves: 1. Present the complete new directed ribbon source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Who chooses, and who helps? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: Cleo chooses; Rex draws and writes as directed. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: Cleo chooses; Rex draws and writes as directed.

Observable: Retains creative choice and faithful help separately.

D-first-Q4

Own prompt: What sharing choice does Ari make? Is identifying information needed?

Criterion: Respect the explicit private choice and absence of an identifying-data requirement.

Staff worked reasoning after an attempt: Ari keeps it private; identifying information is not needed.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT28 · Private mushroom

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A fresh fictional account says Min makes a pretend mushroom drawing/key DOT, declines display and keeps it private. No address, school, photo or login is required.

Own first invitation: What sharing choice is made? What is unnecessary?

Teaching moves: 1. Present the complete new private mushroom source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: What sharing choice is made? What is unnecessary? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: Min keeps it private; identifying data or login is unnecessary. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: Min keeps it private; identifying data or login is unnecessary.

Observable: Respects declined sharing without imposing disclosure.

D-later · An own wrapper, a supplied card

In this fictional account Bo chooses wavy stripes for an original wrapper drawing and chooses WAVE as its key. Helper Mai writes WAVE exactly as Bo directs. Bo identifies that chosen wrapper-and-key example as my own collection data. A fish picture in the same pack was made earlier by another maker; Bo did not make it. Bo declines a display invitation and keeps the collection private. No identifying name, school, address, photograph, password or online sharing is needed.

These source responses do not alone prove actual device familiarity/use, an actual learner-owned contribution, calibrated QCAA bands or causal gains. Those are separately observed evidence.

D-later-Q1

Own prompt: Which example does Bo identify as their own?

Criterion: Identify the chosen original wavy-wrapper drawing and WAVE key, not the supplied fish.

Staff worked reasoning after an attempt: Bo identifies the chosen wrapper drawing and WAVE key.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT29 · Own parcel pattern

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A new made-up account says Ava chooses crosshatching for an original wrapper drawing/key CROSS and identifies it as my own collection data. A supplied bus picture is separate.

Own first invitation: Which example does Ava identify as their own?

Teaching moves: 1. Present the complete new own parcel pattern source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Which example does Ava identify as their own? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: The chosen crosshatched wrapper and CROSS key. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: The chosen crosshatched wrapper and CROSS key.

Observable: Distinguishes Ava’s example from the supplied bus.

D-later-Q2

Own prompt: Which item was made earlier by someone else?

Criterion: Identify the supplied fish and retain the other-maker account without inventing a name.

Staff worked reasoning after an attempt: The fish picture was made earlier by another maker.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT30 · Supplied mountain

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A fresh fictional account says Paz chooses an original ring-pattern card/key RING. A mountain picture was made earlier by another maker; Paz did not make it.

Own first invitation: Which item is someone else’s supplied contribution?

Teaching moves: 1. Present the complete new supplied mountain source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Which item is someone else’s supplied contribution? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: The mountain picture is the other maker’s supplied contribution. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: The mountain picture is the other maker’s supplied contribution.

Observable: Does not infer Paz made all pack items.

D-later-Q3

Own prompt: Who chooses the design and key? What help happens?

Criterion: Retain Bo’s choices and Mai’s faithful writing support, distinguishing choice from motor production.

Staff worked reasoning after an attempt: Bo chooses the design and WAVE; Mai writes as directed.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT31 · Scribed tunnel

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: In a new invented account Oli chooses an original tunnel drawing/key UNDER. Fran writes UNDER faithfully as Oli directs. Oli chose drawing and key.

Own first invitation: Who chooses, and who writes?

Teaching moves: 1. Present the complete new scribed tunnel source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: Who chooses, and who writes? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: Oli chooses; Fran writes as directed. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: Oli chooses; Fran writes as directed.

Observable: Separates choice from writing production.

D-later-Q4

Own prompt: What does Bo choose about display? What is not needed?

Criterion: Retain declined display/private keep and absence of identifying-data or sharing requirements.

Staff worked reasoning after an attempt: Bo declines display and keeps it private; identifying data and online sharing are not needed.

Use this complete case only. Do not infer omitted actions, universal symbols, legal ownership or independent performance. Record actual mode/help.

NEXT32 · No-display flower

Role: Full different fictional teaching situation after this particular component; not a held assessment or a filled own response.

Whole source: A fresh fictional account says Rae chooses an original spiral-flower drawing/key CURL, declines display and keeps it private. No name, school, address, password, photo or upload is needed.

Own first invitation: What display choice is made? What is not needed?

Teaching moves: 1. Present the complete new no-display flower source. Read its exact relations and limits neutrally. Keep any staff answer covered; place broad labelled cards or usual communication support within reach.

Ask: What display choice is made? What is not needed? Let the child give one own response, point, arrange a card, draw or direct a faithful scribe. Ask what source detail helped; record their actual words and help rather than correcting motor production.
After the attempt, show this worked reasoning: Rae declines display; identifying data and upload are unnecessary. Compare it with the child’s source relation. Invite one different harmless own example or a second attempt only if useful; keep any own space blank until the child chooses.

Worked reasoning after attempt: Rae declines display; identifying data and upload are unnecessary.

Observable: Retains private choice and absent identifying-data requirement.

A small optional finder, with a complete paper route

Proposal only. The eight fields start empty. Find one thing for a job the child chooses. No account or identifying data is needed.

Eight genuine own spaces

My finding job — initially empty
My first item or representation — initially empty
My first key — initially empty
My second item or representation — initially empty
My second key — initially empty
My third item or representation — initially empty
My third key — initially empty
My wanted key — initially empty

Purpose

Tiny Collection Finder is proposed optional enrichment: a learner chooses a harmless finding job, names one to three original representations and explains their keys. They try one literal wanted key and see every matching entry. One useful entry or paper turn is enough. It is not a search engine, actual library catalogue, upload, assessment grader or Foundation programming requirement. The child’s finding choice and actual operator/help remain visible.

Entry

A teacher first checks a familiar approved device/app, readable display and wanted keyboard/usual communication access. Demonstrate one input and display using an ordinary source only. If this is not suitable, use paper and label it paper modelling. Use broad original drawing/object/pattern/word choices; no personal identifiers, real photos, accounts, small loose pieces or purchases are needed. Never presume predecessor mastery.

Fields

All eight labelled multiline text boxes start genuinely empty. No example placeholders, presets, auto-completion, model imports or key guesses fill them. All eight stay mounted; hidden views must not destroy values. Item1/key1 is sufficient; entries2/3 are optional. Job and wanted are child-directed text, not required identity. Field limit: 1,200 Unicode code points each, with a visible remaining count. HTML maxlength 2,400 UTF-16 units avoids splitting astral characters before code-point limiting. Input truncation by Array.from is literal and announced; do not silently trim, case-fold, normalise or transform text. No personal-name identity field.

Views

Three optional script views: My job (job,wanted); My entries (item1,key1,item2,key2,item3,key3); All my words (all eight). Start My job and job. Each view has one selected-field question at a time, labelled Previous/Next that stop at the first/last, rather than wrapping. Switching views selects their first field except All my words can retain the currently selected visible field. Keyboard Tab remains natural document order; field question controls do not replace normal text boxes. Every value, exact textarea selectionStart/selectionEnd/direction and last-find result is preserved on view/question change. Focus goes to the selected visible text box; no automatic result or marking follows typing.

Matching

Find snapshots all eight literal strings at that press. A nonempty wanted string matches each nonempty key by exact JavaScript string equality, without trim, case folding, spelling repair or inferred synonyms. A blank wanted string gives the plain status Choose a wanted key; it never matches blank keys. Return all matching entry numbers in input order. Duplicate keys return both/all matches. Missing keys return no matches. A matching key with an empty item displays Entry N: item left blank, retaining the empty item; it does not invent one. Spaces, newlines, punctuation, Unicode, the string 0 and angle brackets remain literal. Every inserted word uses textContent/text nodes, never HTML evaluation. Matching is a deliberately stated local game rule, not how every real finder works.

Result

Last find shows the complete job, all three item/key pairs, wanted key, numbered matches and stated exact-match rule from its pressed snapshot, including genuinely empty values labelled left blank. The result is not a correct/incorrect judgement. Editing any field marks the last find as From an earlier draft; press Find to use your current words. No silent overwrite, stale-current claim or automatic find. A complete literal snapshot and a labelled earlier/current status are required even if no match exists.

Ordinary help

Source help is optional same-page ordinary support. Include all C01–C20 named full neutral whole_source bodies in initially closed native details with summary names. No fetch, navigation, staff worked reasoning, criteria, held cases, next lessons or model autofill. Clicking help opens an in-page panel and focuses its heading/close control. All eight drafts, exact selections, view/question, last-find snapshot/status and both kept versions stay unchanged. The learner may change view/question while help is open; Close returns focus to the currently selected visible field, not a stale original field. Individual native disclosures remain usable without JS. Help is not a way to declare a seen assessment unseen.

Kept

Keep first version and Keep second version are explicit optional actions, never automatic. Each stores all eight strings including blanks, the exact job as identity and the full press-time collection. A slot with no version says Not kept yet; an empty job says Job left blank, never receives an invented name. Keeping into an occupied slot requires Replace first/second version? with the named existing identity and two explicit buttons Replace and Keep existing version. Cancel/Escape preserves every current/kept/result/view/selection value and returns focus to the initiating Keep button. Keep stores only the eight draft strings, not a grade or a hidden answer. No external or durable storage.

Compare

Compare is available only when both slots exist. It displays both exact job identities, all eight labelled strings and blanks in side-by-side or sequential labelled columns First/Second. Do not infer better/worse, progress, similarity scores or generic changed count as a judgement. An adult can ask Which helps your finding job? Keep, change or stop are valid. Comparison is a view of kept words, not a new kept version. It remains readable as full text without colour-only differences.

Restore

Restore first/second requires a plain Replace my current words with the named kept version? prompt. Restore copies all eight exact strings, including blanks, into current fields; it retains both slots, returns the selected visible field, keeps view/question valid and clears last-find because it belongs to the prior draft. Keep my current words/Escape makes no change and returns the initiating Restore control. Never merge fragments or omit blank values.

Clear finish

Clear my current words asks Clear these eight current words and last find? The prompt states Both kept versions stay. Clear empties all eight and last-find only; retains both kept versions, view/question and a valid selected field. Keep my words or Escape changes nothing and returns focus to Clear. Only one pending choice can exist; another affected action/view change does not silently replace or execute it. Escape outside a pending choice has no effect. Finish asks Leave this temporary finder? Keep on working/Escape preserves all and returns Finish. Confirmed Finish clears current/result/both slots and returns to the ordinary start link. A visible pre-entry sentence says This is temporary. Copy or make a paper version if you want to keep it; reloading or leaving can lose your words. On pageshow, including back-forward cache return, reset to empty start state with a clear notice; do not promise browser storage or survival. Normal browser navigation cannot be treated as a recorded teacher submission.

Initialization no script

All script-only view/question/Previous/Next/Find/Keep1/Keep2/Compare/Restore1/Restore2/Clear/Finish/confirmation controls start hidden and unavailable. Native sources, all eight true empty textareas, the full paper link and an honest fallback are initially available. Reveal controls only after every required element/listener and complete reset succeed, then hide fallback. A thrown initializer must leave script actions unavailable and all eight blanks/full sources/paper reachable. No-JS wording says Read the key entries on paper or here; find every matching nonempty key by hand; no automatic Find, kept versions, comparison, restore or clear. It offers manual copying of all eight labelled strings including blanks for each chosen version. Existing draft text must never be replaced by a demonstration. Proposed controls must be tested in a later actual source edition; this document is not such a runtime.

Paper

The paper equivalent has eight labels in exactly the field order, with empty interiors. Draw/write/dictate your own job, one to three item/key pairs and wanted key. Read each complete key; choose every nonempty key literally equal to the wanted key for this game. A blank wanted key asks for a choice. Say no match if absent, two/all if duplicate, and item left blank if a matched item is blank. If an adult chooses a different practical matching rule, state it visibly and do not claim exact-rule parity. Keep two complete eight-label paper versions separately only if wanted; name First/Second using their own job or Job left blank. Compare all words including blanks. Recopy a full kept version rather than merging; discard/erase current only after the child chooses. Private keep, pass and rest remain available.

Own assessments

Eight separate own pages each show that exact case title and four exact prompts beside four genuinely empty response spaces. Full neutral source is a native initially closed same-page details disclosure, so reading it does not navigate away or lose words. No criterion, worked response or next source appears in own interiors/disclosure. Staff pages carry all four criteria/worked and all four complete next lessons. A paper own version repeats that source and prompts with blank interiors. Printing a neutral learner page must not reveal staff models; adult complete bank/reconstruction archives are never labelled closed pupil packets.

Local fact capture

A separate adult paper source-review slip has twelve truly blank answer areas: practical question; primary provider/source; source publication/update date; actual check date; exact narrow fact with units/place/limits; unknowns; source fact versus invented teaching example; actual action/visit/search if separately done; ownership/permission/allowed use; child-safe nonpersonal version; full words alternative; next review date. It has no automatic browsing, retrieval, submitted observation or prefilled local result. A completed factual brochure note and the blank capture remain visibly different.

Print exposure

Future source must publish an exact role/print map: adult teacher+staff/held bank and reconstruction seed are adult; learner/day/neutral own/blank aids and ordinary support are explicit safe routes, but ordinary models are teaching exposure and held sources are not fresh after viewing. A closed learner selection must enumerate allowed member paths and linked dependencies, exclude staff/criteria/next/BANK/creator/history, and verify no links to excluded answers before claiming a closed packet. Until that later gate, the complete bank is not a closed pupil archive. Printed ordinary art repeats full alternatives and labels; handwritten/drawn genuine work and the operational tool record are separate evidence.

Finite future checks

Later actual source checks must run its shipped creator from current to a physically independent fresh tree and full manifests/modes/ns/roles; personally render/view all20 final art. Real callbacks must cover all8 literal multiline/angles/Unicode/0/blanks/limits, all3views/everyquestion/selections, blank/missing/duplicate key results and blank item, stale-result marking, both complete slots/replacement/restore/clear/Finish Cancel+Escape+confirm, Escape outside pending no effect, all20 help sources with actual current-field focus and unchanged draft/result/slot state, initial hidden controls and forced initializer failure, every8 own source with all32 retained drafts. Native Browser later checks keyboard/focus/no-script/print/links/readability; finite callbacks alone are not Browser/AT/classroom/audio acceptance.

Namespace

Proposed source prefix products/curriculum-studio/content/foundation/digital-technologies/term-3/weeks-25-26. Proposed portable paths: lessons/day-121.md/html through130; learner/day-121..130; home/H01..H10; projects/X01..X10; ordinary/C01..C20; scripts/N01..N10; worksheets/W01..W10; own/A-first..D-later; staff/A-first..D-later; art/V01..V20.svg plus full alternatives; tool/finder.html, finder.js and paper; teacher/curriculum/assessment/local-review; national/raw/rights. Names are proposed contracts, no file or installed tool exists in this proposal. Source author must plan exact complete namespace before constructing it.

Twenty original visual briefs and full alternatives

These are source specifications, not generated or viewed assets. Later source authoring must draw each original SVG, render every final full plane serially and personally inspect it and its complete alternative before handoff. The different whole reviewer must inspect every final whole plane separately.

V01 · Teddy shelf

Canvas: 640×440 SVG viewBox; scalable in a single bounded page column. White background, black/near-black3px outlines and black labels; 24px system sans text, no font binary or colour-only relation.

Complete alternative: A shelf of two drawings: BED blanket on the left and PLAY drum on the right; the request is for blanket. Full original fictional source: A bedtime teddy collection uses BED for a blanket drawing and PLAY for a drum drawing. The puppet wants the blanket.

Geometry: Two broad shelf cards at (40,100,250,240) and (350,100,250,240). Left: blanket rectangle(85,150,160,120) with three vertical stitched lines. Right: drum ellipse centred(475,170),radii65/25, straight sides to240 and lower ellipse. Short labels BED and PLAY under their cards. A request strip at(40,360,560,45) reads Teddy requests the blanket. No child response or invented action.

Own interiors: []

Rights: Original NeuroForge/SubjectNest geometry and words, education CC BY 4.0; no outside images, provider interface, cultural style, logo or student contribution.

Role: Ordinary teaching model; not a filled child response or a fresh held assessment.

Source id: C01

Text parity: Repeat the complete source and this full alternative in normal wrapping HTML/print text adjacent to the image. SVG uses only short exact labels; do not squeeze the source paragraph into the illustration. No display result beyond the supplied source.

Whole source: A bedtime teddy collection uses BED for a blanket drawing and PLAY for a drum drawing. The puppet wants the blanket.

V02 · A paper travel box

Complete alternative: Two toy-travel drawings in a paper box: ROAD bus and WATER boat. The requested drawing is boat; no journey is depicted. Full original fictional source: A pretend transport board uses WATER for a paper-boat drawing and ROAD for a bus drawing. Its given request is WATER.

Geometry: A broad open-box outline runs from(60,140) to(580,325). Left bus drawing is rectangle(95,185,180,85), two outlined wheel circles at130/240,y285. Right boat has hull polygon(365,225;555,225;525,285;395,285) and mast(465,160 to225). Local labels ROAD and WATER at y345. Header says Pretend travel box; a request strip says The character asks for the boat.

Own interiors: []

Rights: Original NeuroForge/SubjectNest geometry and words, education CC BY 4.0; no outside images, provider interface, cultural style, logo or student contribution.

Role: Ordinary teaching model; not a filled child response or a fresh held assessment.

Source id: C04

Whole source: A pretend transport board uses WATER for a paper-boat drawing and ROAD for a bus drawing. Its given request is WATER.

V03 · A quiet music drawer

Complete alternative: A TAP drum drawing and SHAKE shaker drawing. These are silent pictures rather than an actual sound encounter. Full original fictional source: A puppet band’s picture drawer uses TAP for a drum drawing and SHAKE for a shaker drawing. The puppet requests TAP. No audio is played.

Geometry: Two panels(40,100,250,250),(350,100,250,250). Left original drum: two ellipses and broad body(95,160..265), labelled TAP. Right original shaker: rounded rectangle(415,145,110,140) with short pattern lines, labelled SHAKE. Bottom note reads Drawings only; no sound is played. Do not add animated sound waves.

Own interiors: []

Rights: Original NeuroForge/SubjectNest geometry and words, education CC BY 4.0; no outside images, provider interface, cultural style, logo or student contribution.

Role: Ordinary teaching model; not a filled child response or a fresh held assessment.

Source id: C07

Whole source: A puppet band’s picture drawer uses TAP for a drum drawing and SHAKE for a shaker drawing. The puppet requests TAP. No audio is played.

V04 · Robot workshop parts

Complete alternative: Two drawn parts labelled WHEEL and ARM on an invented workbench. No robot runs; no extra part is added to the collection. Full original fictional source: A paper robot kit key uses WHEEL for its wheel sketch and ARM for its arm sketch. A story maker requests ARM.

Geometry: A paper-workbench baseline at y315. Wheel drawing centred(180,210),radius70 with four broad spokes. Arm drawing is three joined rounded rectangles spanning(360,150) to(540,285), no powered joints. Labels WHEEL and ARM beneath. A separate text-only source strip repeats only the original ARM request. No HEAD record or operating robot is added.

Own interiors: []

Rights: Original NeuroForge/SubjectNest geometry and words, education CC BY 4.0; no outside images, provider interface, cultural style, logo or student contribution.

Role: Ordinary teaching model; not a filled child response or a fresh held assessment.

Source id: C12

Whole source: A paper robot kit key uses WHEEL for its wheel sketch and ARM for its arm sketch. A story maker requests ARM.

V05 · Art-mark cards

Complete alternative: Two original patterned cards: WAVY for a wavy-line card and DOTS for a dotted card. Pattern and words carry the relation without colour. Full original fictional source: A made-up art drawer uses WAVY for a wavy-line card and DOTS for a broad dotted card. A maker requests DOTS.

Geometry: Two large cards(40,100,250,235),(350,100,250,235). Left: three nonintersecting original wavy paths with control points x80/140/200/260,y160/210/260, labelled WAVY. Right: six outlined circles in two rows at x405/465/525,y175/245, labelled DOTS. Bottom strip uses the exact source request, no aesthetic ranking.

Own interiors: []

Rights: Original NeuroForge/SubjectNest geometry and words, education CC BY 4.0; no outside images, provider interface, cultural style, logo or student contribution.

Role: Ordinary teaching model; not a filled child response or a fresh held assessment.

Source id: C14

Whole source: A made-up art drawer uses WAVY for a wavy-line card and DOTS for a broad dotted card. A maker requests DOTS.

V06 · A broad bicycle key

Complete alternative: A wheel drawing and handlebars drawing both carry BIKE. The two supplied matches remain distinct; this does not depict riding. Full original fictional source: A pretend parts board gives BIKE to both wheel and handlebar drawings. The request is BIKE. No riding occurs.

Geometry: Two separate cards(40,95,250,225),(350,95,250,225). Left wheel outline centred(165,195),radius60 with four spokes. Right handlebars drawn as one broad bent line from(405,180) to(455,180) to(475,230) to(500,180) to(550,180). Both short labels BIKE at y295. A bottom strip repeats the original BIKE request. Both supplied BIKE records remain. No revised WHEEL collection is depicted; optional narrowing teaching stays separate.

Own interiors: []

Rights: Original NeuroForge/SubjectNest geometry and words, education CC BY 4.0; no outside images, provider interface, cultural style, logo or student contribution.

Role: Ordinary teaching model; not a filled child response or a fresh held assessment.

Source id: C17

Whole source: A pretend parts board gives BIKE to both wheel and handlebar drawings. The request is BIKE. No riding occurs.

V07 · Pretend kitchen cards

Complete alternative: CUP and PLATE label two pretend-kitchen drawings. The plate is requested; this is not eating or food preparation. Full original fictional source: A paper cafe menu uses CUP for a cup drawing and PLATE for a plate drawing. A toy diner asks for PLATE.

Geometry: A paper tray boundary(40,100,560,245). Left cup outline at(95,160,130,120) with broad handle path to275. Right plate is two nested ellipses centred(460,210),radii90/50 and70/35. Label CUP under left and PLATE under right. Bottom strip uses the supplied PLATE request. No real food, drink or preparation scene.

Own interiors: []

Rights: Original NeuroForge/SubjectNest geometry and words, education CC BY 4.0; no outside images, provider interface, cultural style, logo or student contribution.

Role: Ordinary teaching model; not a filled child response or a fresh held assessment.

Source id: C05

Whole source: A paper cafe menu uses CUP for a cup drawing and PLATE for a plate drawing. A toy diner asks for PLATE.

V08 · An aquarium picture game

Complete alternative: FIN fish and SHELL snail are original game drawings, not living animals or care instructions; no extra record is invented. Full original fictional source: A made-up aquarium game uses FIN for a fish drawing and SHELL for a snail drawing. Its request is FIN. No animal is present.

Geometry: A broad aquarium-frame rectangle(40,100,560,245) remains clearly labelled Picture game, no live animals. Left fish outline uses two joined curves around(170,215) and a tail triangle at(85,190;85,240;125,215), labelled FIN. Right snail outline uses a spiral centred(460,205),radius50 and broad baseline y270, labelled SHELL. A bottom strip repeats only the original FIN request. No BUBBLE record is added.

Own interiors: []

Rights: Original NeuroForge/SubjectNest geometry and words, education CC BY 4.0; no outside images, provider interface, cultural style, logo or student contribution.

Role: Ordinary teaching model; not a filled child response or a fresh held assessment.

Source id: C19

Whole source: A made-up aquarium game uses FIN for a fish drawing and SHELL for a snail drawing. Its request is FIN. No animal is present.

V09 · A-first · Pocket picture finder

Canvas: 640×440 white SVG;3px black outlines,24px labels; scalable with full source text below, no tiny text, font binary or colour-only coding.

Complete alternative: Original neutral source illustration for A-first: Pocket picture finder. Two source-card frames (40,100,250,230),(350,100,250,230). Left scarf rectangle(105,150,100,125) with broad stripes, labelled STRIPE; right mitten outline through(425,150;485,150;510,190;510,275;425,275;400,225;420,205), labelled LOOP. A separate bottom source statement repeats only the request and display supplied in the whole account; no child response blanks inside a model. Complete fictional source: An invented pocket board has a scarf picture labelled STRIPE and a mitten picture labelled LOOP. Its key says STRIPE means the scarf picture and LOOP means the mitten picture. Neri wants the mitten picture and points to LOOP. The board shows the mitten picture. No clothing is worn. This is source material only; four own responses remain empty elsewhere. No staff criterion, worked response or next teaching is included.

Geometry: Two source-card frames (40,100,250,230),(350,100,250,230). Left scarf rectangle(105,150,100,125) with broad stripes, labelled STRIPE; right mitten outline through(425,150;485,150;510,190;510,275;425,275;400,225;420,205), labelled LOOP. A separate bottom source statement repeats only the request and display supplied in the whole account; no child response blanks inside a model.

Own interiors: []

Rights: Original education CC BY 4.0; fictional nonidentifying representations, no copied provider/cultural/child art.

Role: Held neutral source illustration; seeing it is source exposure. No staff answers or filled own response.

Source id: A-first

Text parity: Full exact source and alternative must be adjacent normal wrapping text in own/paper source disclosure. No criteria, worked responses or next lesson appears. Role labels convey the source and are not evidence of actual learner action.

Whole source: An invented pocket board has a scarf picture labelled STRIPE and a mitten picture labelled LOOP. Its key says STRIPE means the scarf picture and LOOP means the mitten picture. Neri wants the mitten picture and points to LOOP. The board shows the mitten picture. No clothing is worn.

V10 · A-later · Garden drawing finder

Canvas: 640×440 white SVG;3px black outlines,24px labels; scalable with full source text below, no tiny text, font binary or colour-only coding.

Complete alternative: Original neutral source illustration for A-later: Garden drawing finder. Two source-card frames (40,100,250,230),(350,100,250,230). Left watering-can outline body(100,185,130,95), broad spout to275, handle above; label POUR. Right pot trapezoid(410,180;530,180;510,275;430,275), label POT. A separate bottom source statement repeats only the request and display supplied in the whole account; no child response blanks inside a model. Complete fictional source: A fictional drawing collection has a watering-can outline named POUR and a flowerpot outline named POT. Its key says POUR names the watering-can outline and POT names the flowerpot outline. Miro asks for POT; the finder displays the flowerpot outline. Nothing has been watered or planted. This is source material only; four own responses remain empty elsewhere. No staff criterion, worked response or next teaching is included.

Geometry: Two source-card frames (40,100,250,230),(350,100,250,230). Left watering-can outline body(100,185,130,95), broad spout to275, handle above; label POUR. Right pot trapezoid(410,180;530,180;510,275;430,275), label POT. A separate bottom source statement repeats only the request and display supplied in the whole account; no child response blanks inside a model.

Own interiors: []

Rights: Original education CC BY 4.0; fictional nonidentifying representations, no copied provider/cultural/child art.

Role: Held neutral source illustration; seeing it is source exposure. No staff answers or filled own response.

Source id: A-later

Whole source: A fictional drawing collection has a watering-can outline named POUR and a flowerpot outline named POT. Its key says POUR names the watering-can outline and POT names the flowerpot outline. Miro asks for POT; the finder displays the flowerpot outline. Nothing has been watered or planted.

V11 · B-first · One tablet, a useful finder

Canvas: 640×440 white SVG;3px black outlines,24px labels; scalable with full source text below, no tiny text, font binary or colour-only coding.

Complete alternative: Original neutral source illustration for B-first: One tablet, a useful finder. Physical tablet outline at(60,105,320,230), screen rectangle(85,130,270,170) with an original generic App label, no brand interface. Two plain labelled paper arrows outside the device at(415,145) and(415,255) name the exact chooser and operator from the source. The screen displays only a broad cape outline labelled CAPE. Full source text separately states hardware/software/input/help/no-network/no-account boundaries. No simulated touch, app availability or actual learner use is claimed. Complete fictional source: In this invented account a tablet is the physical device. A locally approved offline collection-finder app is its software. Its key names a crown drawing CROWN and a cape drawing CAPE. Jo wants CAPE. Jo selects CAPE with touch input; the app shows the cape drawing. Adult Lee opens the app first but does not choose Jo’s key. No network or account is used. This is source material only; four own responses remain empty elsewhere. No staff criterion, worked response or next teaching is included.

Geometry: Physical tablet outline at(60,105,320,230), screen rectangle(85,130,270,170) with an original generic App label, no brand interface. Two plain labelled paper arrows outside the device at(415,145) and(415,255) name the exact chooser and operator from the source. The screen displays only a broad cape outline labelled CAPE. Full source text separately states hardware/software/input/help/no-network/no-account boundaries. No simulated touch, app availability or actual learner use is claimed.

Own interiors: []

Rights: Original education CC BY 4.0; fictional nonidentifying representations, no copied provider/cultural/child art.

Role: Held neutral source illustration; seeing it is source exposure. No staff answers or filled own response.

Source id: B-first

Whole source: In this invented account a tablet is the physical device. A locally approved offline collection-finder app is its software. Its key names a crown drawing CROWN and a cape drawing CAPE. Jo wants CAPE. Jo selects CAPE with touch input; the app shows the cape drawing. Adult Lee opens the app first but does not choose Jo’s key. No network or account is used.

V12 · B-later · A pointer and a flower picture

Canvas: 640×440 white SVG;3px black outlines,24px labels; scalable with full source text below, no tiny text, font binary or colour-only coding.

Complete alternative: Original neutral source illustration for B-later: A pointer and a flower picture. Physical laptop outline at(60,105,320,230), screen rectangle(85,130,270,170) with an original generic App label, no brand interface. Two plain labelled paper arrows outside the device at(415,145) and(415,255) name the exact chooser and operator from the source. The screen displays only a simple five-petal flower outline labelled BLOOM. Full source text separately states hardware/software/input/help/no-photograph/no-online-sharing boundaries. No simulated touch, app availability or actual learner use is claimed. Complete fictional source: In a fictional account Ren uses a physical laptop with a locally approved offline picture-viewer app. Its collection names a flower drawing BLOOM and a leaf drawing LEAF. Ren wants the flower and says BLOOM. Helper Ivo moves the pointer and selects BLOOM exactly as Ren directs. The app displays the flower drawing. No photograph is taken and nothing is shared online. This is source material only; four own responses remain empty elsewhere. No staff criterion, worked response or next teaching is included.

Geometry: Physical laptop outline at(60,105,320,230), screen rectangle(85,130,270,170) with an original generic App label, no brand interface. Two plain labelled paper arrows outside the device at(415,145) and(415,255) name the exact chooser and operator from the source. The screen displays only a simple five-petal flower outline labelled BLOOM. Full source text separately states hardware/software/input/help/no-photograph/no-online-sharing boundaries. No simulated touch, app availability or actual learner use is claimed.

Own interiors: []

Rights: Original education CC BY 4.0; fictional nonidentifying representations, no copied provider/cultural/child art.

Role: Held neutral source illustration; seeing it is source exposure. No staff answers or filled own response.

Source id: B-later

Whole source: In a fictional account Ren uses a physical laptop with a locally approved offline picture-viewer app. Its collection names a flower drawing BLOOM and a leaf drawing LEAF. Ren wants the flower and says BLOOM. Helper Ivo moves the pointer and selects BLOOM exactly as Ren directs. The app displays the flower drawing. No photograph is taken and nothing is shared online.

Canvas: 640×440 white SVG;3px black outlines,24px labels; scalable with full source text below, no tiny text, font binary or colour-only coding.

Complete alternative: Original neutral source illustration for C-first: Two cards share a key. Two complete version panels labelled First and Second at(25,90,285,260),(330,90,285,260). Each has two broad card rows separated at y220. First: star outline labelled SKY and moon crescent labelled SKY. Second: same star SKY and moon MOON. Short request labels SKY and CLOUD remain exact. A lower note says Both versions kept separately. The geometry changes only the supplied key; no invented item, physical activity or criterion/worked statement. Complete fictional source: An invented first collection names a star drawing SKY and a moon drawing also SKY. A SKY request returns both drawings. CLOUD returns no card because no card has that key. In a second collection only the moon key changes from SKY to MOON; the star remains SKY. SKY in the second returns only the star. The first complete collection is kept separately and is not removed. This is source material only; four own responses remain empty elsewhere. No staff criterion, worked response or next teaching is included.

Geometry: Two complete version panels labelled First and Second at(25,90,285,260),(330,90,285,260). Each has two broad card rows separated at y220. First: star outline labelled SKY and moon crescent labelled SKY. Second: same star SKY and moon MOON. Short request labels SKY and CLOUD remain exact. A lower note says Both versions kept separately. The geometry changes only the supplied key; no invented item, physical activity or criterion/worked statement.

Own interiors: []

Rights: Original education CC BY 4.0; fictional nonidentifying representations, no copied provider/cultural/child art.

Role: Held neutral source illustration; seeing it is source exposure. No staff answers or filled own response.

Source id: C-first

Whole source: An invented first collection names a star drawing SKY and a moon drawing also SKY. A SKY request returns both drawings. CLOUD returns no card because no card has that key. In a second collection only the moon key changes from SKY to MOON; the star remains SKY. SKY in the second returns only the star. The first complete collection is kept separately and is not removed.

V14 · C-later · A narrow bag key

Canvas: 640×440 white SVG;3px black outlines,24px labels; scalable with full source text below, no tiny text, font binary or colour-only coding.

Complete alternative: Original neutral source illustration for C-later: A narrow bag key. Two complete version panels labelled First and Second at(25,90,285,260),(330,90,285,260). Each has two broad card rows separated at y220. First: bag outline CARRY and basket outline CARRY. Second: same bag BAG and basket CARRY. Short request labels CARRY and CUP remain exact. A lower note says Both versions kept separately. The geometry changes only the supplied key; no invented item, physical activity or criterion/worked statement. Complete fictional source: A fictional first collection names a bag drawing CARRY and a basket drawing also CARRY. CARRY returns both. CUP returns nothing because CUP is not an entry. In a second collection only the bag key changes from CARRY to BAG; the basket remains CARRY. CARRY in the second returns only basket. Both complete collections are kept separately. No shopping or carrying has occurred. This is source material only; four own responses remain empty elsewhere. No staff criterion, worked response or next teaching is included.

Geometry: Two complete version panels labelled First and Second at(25,90,285,260),(330,90,285,260). Each has two broad card rows separated at y220. First: bag outline CARRY and basket outline CARRY. Second: same bag BAG and basket CARRY. Short request labels CARRY and CUP remain exact. A lower note says Both versions kept separately. The geometry changes only the supplied key; no invented item, physical activity or criterion/worked statement.

Own interiors: []

Rights: Original education CC BY 4.0; fictional nonidentifying representations, no copied provider/cultural/child art.

Role: Held neutral source illustration; seeing it is source exposure. No staff answers or filled own response.

Source id: C-later

Whole source: A fictional first collection names a bag drawing CARRY and a basket drawing also CARRY. CARRY returns both. CUP returns nothing because CUP is not an entry. In a second collection only the bag key changes from CARRY to BAG; the basket remains CARRY. CARRY in the second returns only basket. Both complete collections are kept separately. No shopping or carrying has occurred.

V15 · D-first · A private creature card

Canvas: 640×440 white SVG;3px black outlines,24px labels; scalable with full source text below, no tiny text, font binary or colour-only coding.

Complete alternative: Original neutral source illustration for D-first: A private creature card. Two broad contribution panels at(40,100,250,235),(350,100,250,235). Left shows an original creature outline with zigzag ears, labelled ZIG; role caption Ari chooses / Lee draws as directed. Right shows an outlined supplied star, labelled Supplied star. A plain bottom strip repeats Private keep, not a person’s face/name/address/account. Use text role labels rather than gendered or culture-coded portraits. Complete fictional source: In this invented account Ari chooses zigzag ears for an original imaginary creature drawing and chooses ZIG as its key. Ari directs helper Lee, who draws those chosen zigzags faithfully. A ready-made star picture from the pack is supplied by the adult; Ari did not make it. Ari calls the chosen creature-and-key example my own collection data and chooses to keep it private. No identifying name, address, photograph, login or upload is needed. This is source material only; four own responses remain empty elsewhere. No staff criterion, worked response or next teaching is included.

Geometry: Two broad contribution panels at(40,100,250,235),(350,100,250,235). Left shows an original creature outline with zigzag ears, labelled ZIG; role caption Ari chooses / Lee draws as directed. Right shows an outlined supplied star, labelled Supplied star. A plain bottom strip repeats Private keep, not a person’s face/name/address/account. Use text role labels rather than gendered or culture-coded portraits.

Own interiors: []

Rights: Original education CC BY 4.0; fictional nonidentifying representations, no copied provider/cultural/child art.

Role: Held neutral source illustration; seeing it is source exposure. No staff answers or filled own response.

Source id: D-first

Whole source: In this invented account Ari chooses zigzag ears for an original imaginary creature drawing and chooses ZIG as its key. Ari directs helper Lee, who draws those chosen zigzags faithfully. A ready-made star picture from the pack is supplied by the adult; Ari did not make it. Ari calls the chosen creature-and-key example my own collection data and chooses to keep it private. No identifying name, address, photograph, login or upload is needed.

V16 · D-later · An own wrapper, a supplied card

Canvas: 640×440 white SVG;3px black outlines,24px labels; scalable with full source text below, no tiny text, font binary or colour-only coding.

Complete alternative: Original neutral source illustration for D-later: An own wrapper, a supplied card. Two broad contribution panels at(40,100,250,235),(350,100,250,235). Left shows an original wrapper rectangle with three wavy stripes, labelled WAVE; role caption Bo chooses / Mai writes as directed. Right shows a supplied fish outline, labelled Another maker’s fish. A plain bottom strip repeats Private keep, not a person’s face/name/address/account. Use text role labels rather than gendered or culture-coded portraits. Complete fictional source: In this fictional account Bo chooses wavy stripes for an original wrapper drawing and chooses WAVE as its key. Helper Mai writes WAVE exactly as Bo directs. Bo identifies that chosen wrapper-and-key example as my own collection data. A fish picture in the same pack was made earlier by another maker; Bo did not make it. Bo declines a display invitation and keeps the collection private. No identifying name, school, address, photograph, password or online sharing is needed. This is source material only; four own responses remain empty elsewhere. No staff criterion, worked response or next teaching is included.

Geometry: Two broad contribution panels at(40,100,250,235),(350,100,250,235). Left shows an original wrapper rectangle with three wavy stripes, labelled WAVE; role caption Bo chooses / Mai writes as directed. Right shows a supplied fish outline, labelled Another maker’s fish. A plain bottom strip repeats Private keep, not a person’s face/name/address/account. Use text role labels rather than gendered or culture-coded portraits.

Own interiors: []

Rights: Original education CC BY 4.0; fictional nonidentifying representations, no copied provider/cultural/child art.

Role: Held neutral source illustration; seeing it is source exposure. No staff answers or filled own response.

Source id: D-later

Whole source: In this fictional account Bo chooses wavy stripes for an original wrapper drawing and chooses WAVE as its key. Helper Mai writes WAVE exactly as Bo directs. Bo identifies that chosen wrapper-and-key example as my own collection data. A fish picture in the same pack was made earlier by another maker; Bo did not make it. Bo declines a display invitation and keeps the collection private. No identifying name, school, address, photograph, password or online sharing is needed.

V17 · My first finding idea

Canvas: 640×900 portrait for V20;640×440 landscape for V17–19. White background,3px outlines,24px black labels, no font binary/colour dependence.

Complete alternative: My first finding idea. Labels in order: My finding job; My item or representation; My key means; My wanted key. Every interior is empty. Own activity only. Choose a harmless finding job and one original representation/key; usual communication or faithful scribing can help. All four spaces are empty. A learner may draw, write, dictate, point to separate broad materials or pass. The image supplies no learner content.

Geometry: Four broad empty rectangles at(40,90,560,60),(40,175,560,60),(40,260,560,60),(40,345,560,60); each label above its rectangle. No illustrative item, key or placeholder inside.

Own interiors: [{"initial_value": "", "label": "My finding job", "must_remain_empty": true}, {"initial_value": "", "label": "My item or representation", "must_remain_empty": true}, {"initial_value": "", "label": "My key means", "must_remain_empty": true}, {"initial_value": "", "label": "My wanted key", "must_remain_empty": true}]

Rights: Original blank geometry/labels CC BY 4.0; future learner work keeps its actual rights and is not automatically relicensed.

Role: Genuinely blank own aid. Adult examples appear in separate ordinary/staff material only.

Source id: OWN-AID01

Text parity: Repeat every exact label and blank writing area in the paper/text alternative. No hidden model in title/description/metadata. A faithful helper records only the child’s direction.

Whole source: Own activity only. Choose a harmless finding job and one original representation/key; usual communication or faithful scribing can help. All four spaces are empty.

V18 · Two versions I choose

Canvas: 640×900 portrait for V20;640×440 landscape for V17–19. White background,3px outlines,24px black labels, no font binary/colour dependence.

Complete alternative: Two versions I choose. Labels in order: First · My finding job; First · My item and key; Second · My finding job; Second · My item and key. Every interior is empty. Own activity only. Choose whether to keep two small own versions. All four spaces are empty; a complete manual Finder version uses all eight labels separately. A learner may draw, write, dictate, point to separate broad materials or pass. The image supplies no learner content.

Geometry: Two columns x40/350,w250; each has two empty rectangles at y145 and275,h95. Column headings First/Second and labels sit above, not inside, the empty writing/drawing space. This is a small paper invitation, not a complete eight-field kept-version packet.

Own interiors: [{"initial_value": "", "label": "First · My finding job", "must_remain_empty": true}, {"initial_value": "", "label": "First · My item and key", "must_remain_empty": true}, {"initial_value": "", "label": "Second · My finding job", "must_remain_empty": true}, {"initial_value": "", "label": "Second · My item and key", "must_remain_empty": true}]

Rights: Original blank geometry/labels CC BY 4.0; future learner work keeps its actual rights and is not automatically relicensed.

Role: Genuinely blank own aid. Adult examples appear in separate ordinary/staff material only.

Source id: OWN-AID02

Text parity: Repeat every exact label and blank writing area in the paper/text alternative. No hidden model in title/description/metadata. A faithful helper records only the child’s direction.

Whole source: Own activity only. Choose whether to keep two small own versions. All four spaces are empty; a complete manual Finder version uses all eight labels separately.

Canvas: 640×900 portrait for V20;640×440 landscape for V17–19. White background,3px outlines,24px black labels, no font binary/colour dependence.

Complete alternative: My contribution, my sharing choice. Labels in order: My own chosen contribution; My key means; Help I wanted; My keep, share or pass choice. Every interior is empty. Own activity only. Identify an actual voluntary own contribution if you choose, with wanted help and a private/pass option. No identifying detail is required. All four spaces are empty. A learner may draw, write, dictate, point to separate broad materials or pass. The image supplies no learner content.

Geometry: Four broad blank rectangles at(40,90,560,60),(40,175,560,60),(40,260,560,60),(40,345,560,60). No identifiers, ownership declaration, consent tick or forced sharing default inside.

Own interiors: [{"initial_value": "", "label": "My own chosen contribution", "must_remain_empty": true}, {"initial_value": "", "label": "My key means", "must_remain_empty": true}, {"initial_value": "", "label": "Help I wanted", "must_remain_empty": true}, {"initial_value": "", "label": "My keep, share or pass choice", "must_remain_empty": true}]

Rights: Original blank geometry/labels CC BY 4.0; future learner work keeps its actual rights and is not automatically relicensed.

Role: Genuinely blank own aid. Adult examples appear in separate ordinary/staff material only.

Source id: OWN-AID03

Text parity: Repeat every exact label and blank writing area in the paper/text alternative. No hidden model in title/description/metadata. A faithful helper records only the child’s direction.

Whole source: Own activity only. Identify an actual voluntary own contribution if you choose, with wanted help and a private/pass option. No identifying detail is required. All four spaces are empty.

V20 · Eight empty finder spaces

Canvas: 640×900 portrait for V20;640×440 landscape for V17–19. White background,3px outlines,24px black labels, no font binary/colour dependence.

Complete alternative: Eight empty finder spaces. Labels in order: My finding job; My first item or representation; My first key; My second item or representation; My second key; My third item or representation; My third key; My wanted key. Every interior is empty. Own activity only. Use the exact eight-field paper Finder contract. One item/key is sufficient; extra pairs are optional. All eight spaces start empty. A learner may draw, write, dictate, point to separate broad materials or pass. The image supplies no learner content.

Geometry: Use640×900 portrait SVG viewBox, not640×440. Eight empty rectangles x40,w560,h65 at y75,175,275,375,475,575,675,775; exact labels above each in24px wrapping-safe text. White blank interiors contain no sample words, icons, preselected keys or helper marks. Print on a separate page with normal readable full instructions.

Own interiors: [{"initial_value": "", "label": "My finding job", "must_remain_empty": true}, {"initial_value": "", "label": "My first item or representation", "must_remain_empty": true}, {"initial_value": "", "label": "My first key", "must_remain_empty": true}, {"initial_value": "", "label": "My second item or representation", "must_remain_empty": true}, {"initial_value": "", "label": "My second key", "must_remain_empty": true}, {"initial_value": "", "label": "My third item or representation", "must_remain_empty": true}, {"initial_value": "", "label": "My third key", "must_remain_empty": true}, {"initial_value": "", "label": "My wanted key", "must_remain_empty": true}]

Rights: Original blank geometry/labels CC BY 4.0; future learner work keeps its actual rights and is not automatically relicensed.

Role: Genuinely blank own aid. Adult examples appear in separate ordinary/staff material only.

Source id: OWN-AID04

Text parity: Repeat every exact label and blank writing area in the paper/text alternative. No hidden model in title/description/metadata. A faithful helper records only the child’s direction.

Whole source: Own activity only. Use the exact eight-field paper Finder contract. One item/key is sufficient; extra pairs are optional. All eight spaces start empty.

Foundation Digital25–26: curriculum, facts and rights

This ten-day supplementary Digital Technologies block is for Foundation/Queensland Prep. It is not the Years 1–2 band, a compulsory coding course or a complete school-year program. The unchanged annual organiser remains available as YEAR-SEQUENCE.md and OUTCOME-PLAN.json. It places Week 25 around picture stories/tools and Week 26 around movement and safe/fair rules; this separate subject block can connect to those themes without requiring English/Mathematics mastery or claiming all integrated days are supplied here.

Entry and selected evidence

Previous Digital 101–120 /Weeks 21–24 plans offer possible familiar choices, keys and input/display experiences. Availability of those plans does not prove a learner’s prior exposure or mastery. Begin with one neutrally described card/key and usual communication; model a link if needed. One meaningful own entry or a paper turn can be a complete offer today. Locally approved actual devices/apps are optional selected opportunities. An adult’s demonstration, source explanation or paper roleplay cannot alone establish the child’s actual purposeful device use.

AC9TDIFK01 — recognise and explore digital systems(hardware and software) for a purpose. Days 124/127 provide different fictional accounts and optional actual finder/viewer encounters. Days 126/128/130 can include genuine approved input/display/version choices. Record actual hardware/software/job, learner choice, operator/help and observed result. Preserve the gap if no actual encounter occurred. Optional exact-match programming is enrichment; Foundation has no separate algorithm descriptor in these three descriptions.

AC9TDIFK02 — represent data as objects, pictures and symbols. Days 121–123/126/128 offer broad suitable objects where actually available, original drawings and explained keys. A picture of an object remains a picture. Object/picture/symbol are alternative meaningful opportunities, not a three-form quota each day. Keys are explicitly local, never universal. Observation concerns the explained representation relation, not colour discrimination, visual art quality or handwriting.

AC9TDIFP01 — identify some data that is personal and owned by them. Days 129/130 offer voluntary recognition of an actual original nonidentifying contribution, including faithful assisted production. Fictional-maker reasoning, a supplied pack picture or generic privacy sorting does not establish a learner’s own contribution. Ask only for a harmless own choice/example if wanted; private keep/pass remains valid. No real identifiers, password or photo is demanded. Legal ownership/consent is not determined by this activity.

Full Digital achievement standard: By the end of Foundation students show familiarity with digital systems and use them for a purpose. They represent data using objects, pictures and symbols and identify examples of data that is owned by them.

The original eight sets /32 component criteria are narrow formative judgements, not the entire achievement standard or calibrated AP/MC/WW/EX/BA levels. Actual practical exploration, genuine own contributions and the teacher’s broader folio remain separate. First/later are eligible source offers, not equated tests, repeated exposure disguised as unseen or causal progress measures.

Current Queensland primary guidance

Reading date13 October 2026 is distinct from document date. Prep alignment, complete 1 page /42 lines, lists the Foundation target descriptions/standard. Its printed AC9TDI2K02 beside representation is a code discrepancy; this proposal uses retained national Foundation AC9TDIFK02. Prep elaborations, complete 4 pages /102 lines, November 2023, concern on-balance folio judgements; WW is the expected standard. Techniques/conditions, complete 3 pages /76 lines, October 2023, support locally selected project/investigation and multimodal evidence over flexible sittings. Quantity/response length is not quality. Neutral reading/scribing is documented without changing the judged meaning; actual practical observation cannot be supplied by a fictional answer. The current resource page, updated2 June 2025, separates Prep and Years 1–2. Timings and four-component offers here are original choices, not mandated conditions.

Modified from the three QCAA 2023 primary documents above, ©State of Queensland (QCAA) 2023, CC BY 4.0 subject to https://www.qcaa.qld.edu.au/copyright. Operative copyright read13 October 2026; page updated23 September 2024. See the complete rights/source notice for excluded third-party, student and logo material. No QCAA endorsement or official instrument claim.

A useful local factual doorway

The undated Rockhampton Regional Council brochure Your Online Library Catalogue, complete 2 pages /39 lines opened/read13 October 2026, describes a search feature for finding library items. That modest document-purpose statement can introduce Why might someone want to find an item? It does not supply current catalogue availability, stock, accounts, loans, hours, interface behaviour, successful search, visit, location accessibility or verified translation. Prior Council landing-page403 and current timeout are retained. The brochure’s account/interface/translation instructions are not adopted as current operational guidance. No Council PDF, logo or interface is copied. All twenty collection examples are original fiction, not catalogue results.

The eSafety personal-information page, substantive body read13 October 2026, last updated13 May 2024, identifies name/address/school/credentials and identifying-image contexts as information to protect, and supports asking before sharing another person’s image and respecting refusal. Only those generic categories/choices are paraphrased. Its older minimum13 sentence is excluded as current age-law advice. No account, real photo or identifier is needed, and no eSafety design/imagery is copied.

A genuinely blank local replacement slip

TOOL-CONTRACT specifies twelve empty adult fields: practical question; primary provider/source; source publication/update date; actual check date; exact fact with units/place/limits; unknowns; source fact versus invention; actual action if separately done; rights/permission; child-safe version; full alternative; next review date. Manually open the primary source, read the complete relevant passage, compare dates and contradictory primary evidence, retain unknowns and actual actions separately, check rights, remove identifying details, and then write a narrow factual card or labelled fictional example. A URL or a successful page open alone is not claim verification. No automatic refresh/translation or local observation is promised. Keep the reviewed edition when offering a change for later review.

Whole retained authority and provenance

NATIONAL.json and RAW.json are exact inherited fixed-b872 bodies, not a fresh downloaded workbook. All forty selected Foundation Technologies records are retained: twenty Digital, nineteen Design and one joint Technologies achievement standard. There are three complete standards. Full forty-row raw scope is462 worksheet-column slots,203 present XML cells(196nonempty/seven present-empty),259absent cells. Headers/typed attributes/ref/value-presence/raw index/decoded text are preserved; present-empty differs from absent. Design/joint records are contextual retention, not extra Digital assessment targets. The full Digital introduction builds on EYLF/prior experiences and guided purposeful representation/content/system exploration. Every elaboration is illustrative, not a compulsory activity or permission grant for cultural recordings/family photos/flags.

AUTHORITY-INPUTS retains the29 September 2026 canonical/workbook bytes and hashes. The fixed Git blob bodies are reverified without copying whole baseline history. The current live ACARA Foundation page failed to open; no new13 October workbook/version verification is invented. Current ACARA operative terms were fully read, with core BY4.0, excluded website/design/logo/photos/support media, third-party and Indigenous Cultural and Intellectual Property boundaries kept separate. SOURCE-NOTICE contains all five required attribution paragraphs and complete licence files. Later languages/state variations require competent curriculum/meaning and actual cultural review; none are asserted in this proposal.

Every retained full national meaning

01 · TECTDEFY

Collection: learning_areas; original row19722; typelevel_description.

Learning in Design and Technologies builds on the Early Years Learning Framework, and each student’s prior learning and experiences. By the end of Foundation students should have had the opportunity to create at least one type of designed solution for one of the technologies contexts or one identified by the school. There are rich connections to Digital Technologies, and other learning areas, including Science and Humanities and Social Sciences. Students should have opportunities to experience designing and producing a product, service or environment. They explore technologies – materials and equipment – through play experiences in a context and generate ideas to design a solution for a purpose. Students develop an awareness of how people design products, services and environments. They evaluate design ideas and choose the most suitable idea. Students use a range of methods to communicate design ideas, including drawings or models, for example changing perspectives from front view to plan view. They explore working with materials such as cardboard, fabric and other common household items and using equipment such as scissors, glues, trowels or kitchen utensils. Students learn techniques to safely make a designed solution.

02 · TECTDEFY_1KNO

Collection: learning_areas; original row19723; typestrand.

Knowledge and understanding

03 · TECTDEFYKNO_1

Collection: learning_areas; original row19724; typesub_strand.

Technologies and society

04 · AC9TDEFK01

Collection: learning_areas; original row19725; typecontent_description.

explore how familiar products, services and environments are designed by people

05 · AC9TDEFK01_E1

Collection: learning_areas; original row19726; typeillustrative_elaboration.

identifying how First Nations Australians have long designed and produced domestic items including clothing, tools and shelter, for example the Lamalama Peoples of the eastern Cape York Peninsula weave the reddish coloured fibres from Acacia latifolia alternately with white coloured fibres from Brachychiton diversifolium to produce a striped woven bag

06 · AC9TDEFK01_E2

Collection: learning_areas; original row19727; typeillustrative_elaboration.

exploring how local delivery services meet different needs of people, for example describing how gift packages can be sent to and from people who live in different locations and how online shopping items arrive at a person’s home

07 · AC9TDEFK01_E3

Collection: learning_areas; original row19728; typeillustrative_elaboration.

exploring how an environment such as a local playground may have shade structures to protect users and be designed to allow access for all

08 · AC9TDEFK01_E4

Collection: learning_areas; original row19729; typeillustrative_elaboration.

describing how community gardens, public swimming pools and parks are designed to help people stay healthy

09 · AC9TDEFK01_E5

Collection: learning_areas; original row19730; typeillustrative_elaboration.

asking questions about the design of products from the local store, for example why certain packaging materials might have been selected, and how people design the text and images on the packaging to attract people’s attention

10 · TECTDEFY_2PRO

Collection: learning_areas; original row19731; typestrand.

Processes and production skills

11 · TECTDEFYPRO_1

Collection: learning_areas; original row19732; typesub_strand.

Designing and making

12 · AC9TDEFP01

Collection: learning_areas; original row19733; typecontent_description.

generate, communicate and evaluate design ideas, and use materials, equipment and steps to safely make a solution for a purpose

13 · AC9TDEFP01_E1

Collection: learning_areas; original row19734; typeillustrative_elaboration.

identifying a purpose for designing and making a solution, for example the sand keeps blowing out of the sandpit, the birds keep flying into the waste bin and taking food scraps or people with disability need to know where they can park at school

14 · AC9TDEFP01_E2

Collection: learning_areas; original row19735; typeillustrative_elaboration.

exploring ideas by drawing or modelling and choosing the most suitable idea, for example drawing or modelling designs for bee hotels to attract native bees to the school garden and choosing one to make, and changing perspectives from front view to plan view

15 · AC9TDEFP01_E3

Collection: learning_areas; original row19736; typeillustrative_elaboration.

evaluating what they have made using personal preferences, for example using a smiley face Likert scale

16 · AC9TDEFP01_E4

Collection: learning_areas; original row19737; typeillustrative_elaboration.

exploring how available materials can be used or re-used in construction play, for example using blocks and rain gutters or cardboard to make a ramp to roll a ball or toy car down

17 · AC9TDEFP01_E5

Collection: learning_areas; original row19738; typeillustrative_elaboration.

practising a range of technical skills safely using equipment, for example joining techniques when making a product from materials, such as a greenhouse to keep a seedling warm or a trellis for holding up tomato plants

18 · AC9TDEFP01_E6

Collection: learning_areas; original row19739; typeillustrative_elaboration.

assembling components of systems and checking they function as planned, for example making and testing a bowling, stacking or obstacle game with discarded food containers or packaging

19 · TECTDIFY

Collection: learning_areas; original row20095; typelevel_description.

Learning in Digital Technologies builds on the Early Years Learning Framework and each student’s prior learning and experiences. By the end of Foundation students should have had the opportunity to experience computational thinking by experimenting with different ways of representing an idea or action with a symbol, object or picture that is understood by others, such as a sun indicating fine conditions in a weather forecast. Through Digital Technologies and Mathematics ( Statistics ), students have opportunities to explore different ways that data can be acquired and recorded, for example using a tablet to take photographs of plants in the school garden. Students have opportunities to develop their confidence with using digital systems by creating content such as simple messages. They become familiar with the difference between data that is owned by them, such as a photo of themselves, and data that is publicly available, such as a photo of their school. Through guided play experiences and tasks, students develop systems thinking by exploring how digital systems, such as tablets, smartphones and laptops can be used for different purposes, at school and at home. In Digital Technologies, students should have frequent opportunities for authentic learning by making key connections with other learning areas.

20 · TECTDIFY_1KNO

Collection: learning_areas; original row20096; typestrand.

Knowledge and understanding

21 · TECTDIFYKNO_1

Collection: learning_areas; original row20097; typesub_strand.

Digital systems

22 · AC9TDIFK01

Collection: learning_areas; original row20098; typecontent_description.

recognise and explore digital systems (hardware and software) for a purpose

23 · AC9TDIFK01_E1

Collection: learning_areas; original row20099; typeillustrative_elaboration.

recognising digital systems that they interact with at home and school, for example smartphone, laptop or programmable toy

24 · AC9TDIFK01_E2

Collection: learning_areas; original row20100; typeillustrative_elaboration.

playing with (with guidance) and using different digital systems to explore what they do for a purpose, for example the class speaking to an expert via videoconference

25 · AC9TDIFK01_E3

Collection: learning_areas; original row20101; typeillustrative_elaboration.

recording, with permission, audio or video of local community members' stories to share in class, for example sharing cultural stories of First Nations Australians

26 · AC9TDIFK01_E4

Collection: learning_areas; original row20102; typeillustrative_elaboration.

taking photos, with permission, to share with others, for example close-up photos of First Nations Australians' material culture, such as woven mats or baskets revealing intricate detail

27 · AC9TDIFK01_E5

Collection: learning_areas; original row20103; typeillustrative_elaboration.

making a model of a digital system, using it in a role-play scenario and describing its features, for example a cardboard box with a keyboard and screen with app icons

28 · TECTDIFYKNO_2

Collection: learning_areas; original row20104; typesub_strand.

Data representation

29 · AC9TDIFK02

Collection: learning_areas; original row20105; typecontent_description.

represent data as objects, pictures and symbols

30 · AC9TDIFK02_E1

Collection: learning_areas; original row20106; typeillustrative_elaboration.

drawing a picture representing each of their family members and their interests, for example drawing one family member with a surfboard and another with a skateboard

31 · AC9TDIFK02_E2

Collection: learning_areas; original row20107; typeillustrative_elaboration.

using coloured blocks to represent an attribute of people, for example representing students and their sports houses with different coloured blocks

32 · AC9TDIFK02_E3

Collection: learning_areas; original row20108; typeillustrative_elaboration.

using a symbol to represent an idea, but knowing that the symbol is not the data itself, for example the symbols and colour on both the Australian Aboriginal flag and the Torres Strait Islander flag

33 · TECTDIFY_2PRO

Collection: learning_areas; original row20109; typestrand.

Processes and production skills

34 · TECTDIFYPRO_1

Collection: learning_areas; original row20110; typesub_strand.

Privacy and security

35 · AC9TDIFP01

Collection: learning_areas; original row20111; typecontent_description.

identify some data that is personal and owned by them

36 · AC9TDIFP01_E1

Collection: learning_areas; original row20112; typeillustrative_elaboration.

listing things that contain personal and public data, for example photos of themselves with their family (private) and photos of local community sites (public)

37 · AC9TDIFP01_E2

Collection: learning_areas; original row20113; typeillustrative_elaboration.

identifying apps and websites they use where their personal data could be made visible, for example photos of themselves on parents' or carers’ social media, or their username being shown to others in online games

38 · acara-v9:achievement_standards:3370ff2c1db5a68b

Collection: achievement_standards; original row245; typeachievement_standard.

By the end of Foundation students identify familiar products, services and environments and develop familiarity with digital systems, using them for a purpose. They create, communicate and choose design ideas. Students follow steps and use materials and equipment to safely make a designed solution for a school-selected context. They show how to represent data using objects, pictures and symbols and identify examples of data that is owned by them.

39 · acara-v9:achievement_standards:7e6728b2a552f2c4

Collection: achievement_standards; original row246; typeachievement_standard.

By the end of Foundation students identify familiar products, services and environments. They create a designed solution for a school-selected context. Students create, communicate and choose design ideas. They follow steps and use materials and equipment to safely make a designed solution.

40 · acara-v9:achievement_standards:c37f859bfdff9a02

Collection: achievement_standards; original row252; typeachievement_standard.

By the end of Foundation students show familiarity with digital systems and use them for a purpose. They represent data using objects, pictures and symbols and identify examples of data that is owned by them.