DIGITAL EXPLORERS
& FUTURE MAKERS.

By the end of this lesson students will be able to name the Bee-Bot as a digital system and describe one thing it can do.

1. Gather students on the mat. Hold up the Bee-Bot. Ask: "Has anyone seen one of these before? What do you think it does?" Take 3-4 hands.
2. Tell students: "This is called a Bee-Bot. It is a robot - a machine we can program. That means we give it instructions and it follows them."
3. Press a few buttons on the Bee-Bot and let it move. Ask: "What did it do? How did it know where to go?"
4. Explain the buttons: forward, backward, left turn, right turn, go (green), clear (red X). Name each one together as a class.
5. Free exploration: in pairs, students take turns pressing one button and watching what happens. Allow 5-7 minutes.
6. Come back to the mat. Ask: "What is one thing the Bee-Bot can do?" Students share with a partner, then 2-3 share with the class.

By the end of this lesson students will be able to program the Bee-Bot to move forward a set number of steps by entering a sequence of commands.

1. Body activity: stand in a line. Teacher calls "forward 1" - everyone takes one step. Repeat for "forward 3", "backward 2". Connect this to the Bee-Bot: "We are being the robot!"
2. Show students a simple mat with a START square and an END square 3 squares away (straight line). Ask: "How many forward presses do we need?"
3. Model: press CLEAR, press forward × 3, press GO. Watch together. Did it work?
4. Students work in pairs at a mat. Challenge 1: Move the Bee-Bot from START to END (3 squares forward). Press CLEAR first every time.
5. Challenge 2: Can you make it go forward 4? Forward 2 then backward 1? Students experiment and describe what they did.
6. Share back: "What buttons did you press? Did you need to change anything?"

By the end of this lesson students will be able to include left and right turns in a Bee-Bot sequence to navigate an L-shaped path.

1. Stand up and face the front. Together: turn left - freeze. Turn back. Turn right - freeze. Repeat 3 times. "Now we know left and right - so does Bee-Bot!"
2. Show the L-shaped mat path (e.g. forward 2, turn right, forward 2). Ask: "What do we need to press this time?" Take suggestions.
3. Model the sequence: CLEAR → forward → forward → right turn → forward → forward → GO.
4. Students work in pairs to program the L-shaped path. First pair to reach END without errors gets to choose the next challenge shape.
5. Teacher-led discussion: draw the path on the board as arrow symbols. Point to each arrow as you name the button. "This is called a sequence - the order matters!"
6. Exit: on a sticky note, each student draws the arrow sequence they used (→ → ↓ etc.).

By the end of this lesson students will be able to draw a route map using arrow symbols before programming their Bee-Bot, connecting the plan to the program.

1. Show the class a printed Route Map template (large grid). Explain: "Before we touch the Bee-Bot today, we PLAN. Great engineers always plan first."
2. Teacher models: choose a START and END on the grid. Draw arrows in each square showing the direction the Bee-Bot will move. Count the arrows aloud.
3. Students draw their own route on the Route Map template. They choose their own START and END on the class mat (at least 4 squares away, at least one turn required).
4. Pair share: swap maps with a partner. Can your partner follow your map? Point to each arrow together.
5. Program it! Students program their planned sequence into the Bee-Bot and test. Did it follow your map? If not, what needs to change - the map or the program?"
6. Students correct either the map or the program so they match. Both the plan and the result should agree at the end of the lesson.

By the end of this lesson students will be able to identify when their Bee-Bot sequence has gone wrong and make a change to fix it - understanding that getting it wrong first is part of programming.

1. Show a pre-programmed Bee-Bot that takes the wrong path. Ask: "What went wrong? Where did it make a mistake?" Class diagnoses the problem together.
2. Introduce the word bug: a mistake in a program. And debug: finding and fixing the bug. "Today we are all bug fixers!"
3. Students use their Route Map from Lesson 4 (or a new one). Program the sequence. If it doesn't work - celebrate! "You found a bug. Now fix it."
4. Students record on their Route Map: cross out what was wrong, draw the corrected arrow. Re-test.
5. Challenge: teacher sets a 3-turn mystery route on the mat. Can students program a correct sequence on the first attempt using their map?
6. Class reflection: "Did anyone fix a bug today? What was it? How did you fix it?" 3-4 students share.

By the end of this lesson students will be able to plan and program a route with at least two turns and five or more steps.

1. Review: what do we always do before programming? (Draw the map - plan first.) What do we press before a new program? (CLEAR.)
2. Introduce the challenge: "Today the path has two turns and is at least 5 steps long. You choose the route." Show the themed mat.
3. Students draw their Route Map independently (5+ arrows, 2+ turns). Teacher circulates and checks maps before students touch the Bee-Bot.
4. Students program from their map and test. Encourage counting aloud: "Forward one, forward two, turn right, forward three..."
5. Early finishers design a route for a classmate to solve - swap maps and program each other's route.
6. Documentation: students take a photo of their completed route (or teacher photographs). This photo is one of their Task 1 evidence pieces.

By the end of this lesson students will be able to give step-by-step instructions to a partner that direct them through a route - connecting verbal instructions to the Bee-Bot algorithm.

1. Clear a space in the classroom or go outside. Mark a START and END with cones or chalk.
2. Explain: "One person is the robot. They must follow instructions EXACTLY - no guessing, no improvising. One person is the programmer. They give the steps."
3. Teacher models with a student: call out "forward 2 steps, turn right, forward 3 steps" - student robot follows literally. If the instruction is unclear, the robot freezes and says "I don't understand that command."
4. Students pair up and swap roles every 2 minutes. Complete at least 3 different routes each.
5. Discussion: "Was it hard to give clear instructions? What happened when you got it wrong? How is this like the Bee-Bot?"
6. Connect back: "When we program the Bee-Bot, WE are the programmer. The Bee-Bot does exactly what we tell it - nothing more, nothing less."

By the end of this lesson students will independently complete a full Route Map and successfully program the Bee-Bot to follow it - practising exactly what is assessed in Task 1.

1. Distribute Route Map templates. Students choose their own START and END (at least 3 turns, 6+ steps). No teacher input on route choice - this is their decision.
2. Students draw their complete arrow sequence on the map before touching the Bee-Bot. Teacher checks: "Is your map finished? Can you count the steps?"
3. Students program independently and test. If it doesn't work, they fix the map or the program - their choice.
4. Successful completion: student verbally explains their algorithm to the teacher in 2-3 sentences. Teacher records observation against checklist criteria.
5. Students who finish early: write a sentence about what they would change if they tried again. This is the start of their evaluation.

By the end of this lesson students will be able to describe one thing that worked well and one thing they changed when programming their Bee-Bot - completing their Task 1 evaluation.

1. Show the class a Route Map with a correction marked on it (teacher-prepared example). Ask: "What did this programmer change? Why do you think they changed it?"
2. Students look back at their own Route Map from Lesson 8. Circle one thing they had to fix or change.
3. Using sentence starters, students complete their evaluation - verbally to a partner, drawn on paper, or dictated to the teacher: "My Bee-Bot worked because... I changed... because..."
4. Teacher conducts brief 1:1 conferences (2 minutes each) while other students draw or write. Ask: "Tell me what your algorithm does. What did you change?" Record against checklist.
5. Share circle: 4-5 students share one thing they changed. Class celebrates the debugging process.

By the end of this lesson students will have demonstrated their Bee-Bot algorithm to their class, completed their Route Map and evaluation, and had their Task 1 observation recorded by the teacher.

1. Gallery walk setup: 3-4 students at a time demonstrate their Bee-Bot route to visiting classmates. Demonstrators explain: "My algorithm does... I programmed it to..."
2. Visiting students ask one question or give one positive comment. Rotate every 5 minutes.
3. Teacher circulates completing remaining checklist observations. Focus on students not yet observed on the "Communicating the Algorithm" criterion.
4. Collect all Route Maps and photos. These form the Task 1 portfolio evidence.
5. Whole class celebration: "This term we learned what an algorithm is, we programmed a real robot, and we fixed our own bugs. That is real digital technology thinking!"

By the end of this lesson students will be able to name at least three digital systems they use or see at home and school.

1. Show a bag of digital devices (or pictures). One at a time, pull out or show each. Ask: "Is this a digital system? How do you know?"
2. Create a class T-chart: Digital / Not Digital. Add items together. Discuss anything borderline (e.g. a calculator - yes; a pencil - no).
3. Think-pair-share: "Name one digital system at home and one at school." Pairs share. Build the class list on the board.
4. Begin the class anchor chart: draw and label 3 digital systems students identified. This chart will be added to across the 8 lessons.

By the end of this lesson students will be able to describe one input and one output for two different digital systems.

1. Revisit the Bee-Bot: "When we press the forward button, what are we doing? (Giving it an input.) When it moves, what is happening? (That's the output.)"
2. Introduce the words INPUT and OUTPUT with simple drawings (arrow going in = input; arrow going out = output). Display on the anchor chart.
3. Students complete an Input/Output worksheet or verbal activity for 3 digital systems: tablet, television, and one they choose.
4. Pair share their examples. Add 2 student examples to the class anchor chart with the words "INPUT" and "OUTPUT" labelled.

By the end of this lesson students will understand that data means information, and that data can look like objects, numbers, or pictures.

1. Hold up a photo of the class. "What information is in this photo? (Who is here, what we look like, where we are.) This photo is data - it stores information."
2. Sort physical objects into groups (e.g. coloured blocks). Count each group. "Our count is data too - it tells us information about the blocks."
3. Show a simple tally chart made during class. "This is data written as marks. Computers store data differently - but it's still information."
4. Students draw three types of data they encounter: a photo, a number, and an object that could be counted. Label each "DATA" on a worksheet or in their book.

By the end of this lesson students will be able to give an example of personal information and explain why we are careful about who we share it with.

1. Ask: "What do people know about you? Your name? Your birthday? Your address? Your photo?" List on the board.
2. Introduce: "This is called personal information - it's information about YOU. We can share some of it with some people, but not everyone."
3. Sorting activity: cards with types of information (name, photo, home address, favourite colour, phone number). Students sort into: "Share with friends" / "Share with trusted adults only" / "Keep private online".
4. Class discussion of sorts. Why is an address different from a favourite colour? Summarise: "Personal data is information about us. We decide carefully who we share it with."
5. Add "PERSONAL DATA" to the class anchor chart with 2 examples from students.

By the end of this lesson students will be able to name the steps to take if they see something online that makes them feel uncomfortable or scared.

1. Ask: "Has anyone ever seen something on a screen that made them feel a bit yucky or scared?" Validate responses. "That happens to everyone sometimes - and there's a plan for what to do."
2. Introduce Stop → Close → Tell: STOP what you're doing. CLOSE the screen (mime closing a laptop). TELL a trusted adult straight away.
3. Practice: teacher narrates a scenario (e.g. "You're watching a video and a scary ad pops up"). Students mime: STOP → CLOSE → TELL (walk to nearest adult in the room).
4. Repeat with 2-3 different scenarios. Ask: "Who are your trusted adults at school? At home?" Students name them.
5. Add "STOP · CLOSE · TELL" to the anchor chart. Students illustrate the three steps in their books.

By the end of this lesson students will be able to identify digital systems beyond school and home - in the broader community.

1. Show a scene of a town/supermarket/street (image or Street View). "Let's go on a digital detective walk. Spot every digital system you can see."
2. Students call out or point. Teacher labels them on the image or board.
3. Discuss: "Why do shops use barcode scanners? What would happen without traffic lights? How do ATMs know how much money to give?" Keep it simple and curious.
4. Students add 2 new community digital systems to their personal list from Lesson 1.
5. Update the class anchor chart: add a new section "Digital Systems in Our Community" with student contributions.

By the end of this lesson students will be able to sort data examples into categories - pictures, numbers, and words - and explain that data can take many different forms.

1. Recap: "What is data?" (Information.) "Can data look different in different situations?" Take suggestions.
2. Distribute data card sets. Groups sort into: Pictures / Numbers / Words. Some cards may go in more than one category - that is fine and worth discussing.
3. Groups share one interesting card and explain their sorting decision. Celebrate disagreements as good thinking.
4. Class challenge: "What type of data does the Bee-Bot understand?" (Sequences of direction inputs - not words or pictures.) This connects the two tasks.
5. Students glue or draw 3 examples of different types of data in their books with labels.

By the end of this lesson students will have contributed to a completed class anchor chart that captures everything they have learned about digital systems, data, and online safety in Module 1.

1. Review the class anchor chart with all sections added over 8 lessons. Ask: "What is one thing you learned about digital systems? About data? About staying safe online?"
2. Students add a personal contribution to the chart - a drawing, a word, or a sticker in the section they feel most confident about.
3. Teacher conducts verbal check-ins (informal assessment): 4-5 students answer the 3 key questions. Note responses for portfolio evidence.
4. Photograph the completed anchor chart. Students may also draw their own "What I Know About Our Digital World" page in their book.
5. Celebration: "We have finished Module 1! We know what digital systems are, what data is, and how to stay safe online. Well done - you are digital world explorers!"

By the end of this lesson students will be able to describe what a flowchart is and identify the oval (start/end) and rectangle (action) shapes.

1. Ask: "Last semester we planned Bee-Bot routes using arrows. This semester we are going to use a special kind of diagram called a flowchart. Has anyone seen one before?"
2. Show a large printed or projected flowchart of "Getting Ready for School": oval START → rectangle "Wake up" → rectangle "Get dressed" → rectangle "Eat breakfast" → oval END. Walk through it together.
3. Introduce the shapes: Oval = Start or End. Rectangle = an action (something you do). Draw each shape on the board with its name and function.
4. Class activity: together build a flowchart of "Making a Sandwich" on the board - students call out the steps, teacher draws the rectangles and ovals.
5. Students copy the sandwich flowchart into their book and colour the ovals one colour and rectangles another. Label each shape.

By the end of this lesson students will be able to follow a simple flowchart by performing each action step in the correct order.

1. Display a flowchart: START → "Stand up" → "Clap twice" → "Turn around" → "Sit down" → END. Read it together.
2. Follow the flowchart as a class - teacher points to each shape as students perform the action. "We are following the algorithm!"
3. Pairs activity: each pair gets a printed flowchart card with 4-5 action steps (e.g. a simple morning routine, a classroom job). They take turns being the "follower" - acting out each step in order - and the "checker" - pointing to the shapes on the flowchart.
4. Swap roles. Repeat with a second flowchart card (different routine).
5. Discussion: "What would happen if you followed the steps in the wrong order? Is a flowchart the same as a list of instructions?" (Yes - just shown as pictures with shapes.)
6. Students draw their own 4-step flowchart of something they do every day - ovals and rectangles only, arrows connecting them.

By the end of this lesson students will be able to identify the diamond shape in a flowchart and explain that it represents a yes/no question that leads to two different paths.

1. Physical warm-up: teacher holds up objects one at a time. Ask a yes/no question (e.g. "Is it round?"). Students move to the YES side or NO side of the room. Do 5-6 objects.
2. "We just made decisions - YES or NO paths. In a flowchart, a diamond shape does the same job." Draw a diamond on the board. Show arrows leaving both sides labelled YES and NO.
3. Show an extended flowchart: START → "Is it raining?" (diamond) → YES: "Take an umbrella" → END | NO: "Leave umbrella home" → END. Walk through both paths.
4. Students complete a partially drawn flowchart on a worksheet: the ovals and rectangles are provided, they draw and label the diamond and its YES/NO arrows.
5. Pair check: swap worksheets and check that the diamond has two exits - YES and NO - each leading somewhere.

By the end of this lesson students will be able to independently draw a flowchart that uses all three shapes - oval, rectangle, and diamond - with a yes/no branch.

1. Quick review: draw the three shapes on the board. Students call out what each one means: oval = start/end, rectangle = action, diamond = yes/no decision.
2. Students choose their own everyday scenario with a clear yes/no moment. Ideas on the board: "Getting dressed - is it cold?" / "Choosing a snack - is there fruit?" / "Going outside - is it playtime?"
3. Students draft their flowchart on planning paper first. Must include: 1 START oval, at least 2 rectangles, 1 diamond with YES and NO arrows, 1 or 2 END ovals.
4. Teacher circulates and checks: does the diamond have two exits? Do all arrows connect? When approved, students draw their final flowchart neatly on the flowchart template sheet.
5. Pair share: explain your flowchart to a partner. Partner asks: "What question does the diamond ask?"

By the end of this lesson students will be able to connect a branching flowchart to a Bee-Bot mat by choosing one branch path and mapping it as a route.

1. Show the split-path mat. Explain: "This mat has a branching path - just like our diamond in a flowchart. Today we choose ONE path and program the Bee-Bot to follow it."
2. Display a teacher-prepared branching flowchart on the board. Point to the diamond: "Which path are we taking - YES or NO? We will choose YES today."
3. Together as a class: trace the YES path on the flowchart. Then trace the same path on the mat. Count the steps. Draw the route arrows.
4. Students work in pairs with their own split-path mat. Each pair chooses YES or NO and draws their route map for that path before programming.
5. Program and test. Does the Bee-Bot reach the correct END square for the chosen branch?
6. Swap: take the other branch. Draw the new route and program it. "Same starting point, different decision - different path!"

By the end of this lesson students will independently connect their own branching flowchart to a Bee-Bot route and successfully program one branch path.

1. Students retrieve their flowchart from Lesson 4. Choose one branch (YES or NO) and circle it.
2. Draw the Bee-Bot route for the chosen branch on a Route Map sheet - arrows only, no programming yet.
3. Show route map to teacher before programming. Teacher checks the map makes sense for the chosen branch and records checklist observations.
4. Program the Bee-Bot from the route map. Test. If it doesn't reach the correct END, debug - fix the route map or the program.
5. Document: photograph the flowchart and the Bee-Bot on the completed route. These are Task 3 portfolio evidence.

By the end of this lesson students will be able to program both branches of a flowchart and describe how the two paths are different.

1. Quick recap: "Last lesson we followed the YES path (or NO path). Today we try the other one."
2. Students draw a second Route Map for the other branch of their flowchart. Compare the two maps side by side: "What is the same? What is different?"
3. Program the new branch and test. Photograph the result next to the first route.
4. Partner discussion: each student explains their flowchart to a partner using the words "If YES then... If NO then..." Teacher circulates and records Criterion 3 observations (explaining the decision).
5. Students label their two route map photos: "YES path" and "NO path" in their books.

By the end of this lesson students will be able to read a classmate's branching flowchart and follow the correct path to a Bee-Bot END square.

1. Display all student flowcharts from Lesson 4/6 around the room (labelled with first names only).
2. Each student selects a classmate's flowchart - not their own. Read it carefully. "What does the diamond ask? Which path will you take - YES or NO?"
3. On a sticky note, write: the classmate's name, which branch you chose, and how many steps the Bee-Bot needs.
4. Program the Bee-Bot to follow that path. Check which END square you reached. Does it match the branch you chose?
5. Return the sticky note to the creator with one positive comment: "I liked your flowchart because..."

By the end of this lesson students will have explained their branching flowchart to the teacher in their own words - completing the verbal component of the Task 3 assessment.

1. Independent activity for the class: draw a new flowchart of their choice (free choice scenario, all three shapes required). This keeps the class engaged while assessment conversations happen.
2. Teacher calls students 1-2 at a time to the assessment table with their Lesson 4 flowchart.
3. Prompts: "Tell me about your flowchart. What does the diamond shape do? Can you give me an example of a yes/no decision in real life?"
4. Record checklist observations. Note which criterion level each student demonstrates for Criterion 3.
5. Any remaining students from previous lessons who haven't yet been assessed on Criteria 1 or 2 - use this lesson to complete those observations too.

By the end of this lesson students will have showcased their branching flowchart and Bee-Bot routes, and all Task 3 portfolio evidence will be collected.

1. Students set up their Task 3 display: flowchart, both route maps, and Bee-Bot ready on the mat.
2. Visitors rotate every 4 minutes. Demonstrators explain: "My flowchart asks... If YES, the Bee-Bot goes... If NO, it goes..."
3. Teacher finalises checklist observations for any students not yet recorded.
4. Collect portfolio evidence: flowchart (original + any corrections), both route maps, photos of Bee-Bot routes, teacher checklist record.
5. Class reflection: "What is a flowchart? What does a diamond do? How is it different from a plain sequence?" 3-4 students answer.

By the end of this lesson students will be able to name at least three trusted people in their lives and explain why those people are trusted.

1. Ask: "Who is someone you trust? Someone you could go to if something felt wrong or you needed help?" Take 4-5 responses. Affirm each one.
2. Explain: "Trusted people are the adults in our lives who look after us, listen to us, and help us when things are hard. We each have our own trusted people."
3. Students begin their Trusted People Web - a circle with their name in the middle, and spokes radiating out with drawings or names of their trusted people. At least 3 spokes required: one at home, one at school, one other.
4. Share with a partner: "Who is one of your trusted people? Why do you trust them?"
5. Display Trusted People Webs on the classroom wall - these will be referenced throughout the 8 lessons.

By the end of this lesson students will be able to explain what a digital account is, what a username and password do, and why passwords are kept private.

1. Ask: "Has anyone logged into a computer or tablet at school? What did you type in?" Discuss username and password briefly.
2. Explain with the house key analogy: "A password is like a key to your house. You only give a key to people you really, really trust - like your family. You don't give your key to anyone who asks."
3. Show a mock login screen (projected). Walk through: username (what people call you on the system), password (secret - only you know it). Emphasise: the dots/stars mean PRIVATE.
4. Role play: students practise the response to "Can I have your password?" → "No, my password is private. I never share it." Practise saying it confidently 3 times.
5. Students draw a "username + password = private key" diagram in their books. Label the three parts.

By the end of this lesson students will be able to identify which trusted people they would go to for help in different online and offline situations.

1. Revisit Trusted People Webs. Ask: "If you fell over in the playground, who would you go to? What if you saw something scary on a screen? What if someone online said something mean?"
2. Scenario cards activity (groups of 3): read each scenario card and decide - who from your Trusted People Web would you tell? Write the person's name or role on the back of the card.
3. Share out: did different groups choose different people? That is fine - the key is that they chose SOMEONE and did not try to handle it alone.
4. Discuss: "Can you tell a trusted person at school even if the problem happened at home?" (Yes, always.) "What if you are worried the adult won't believe you?" (Tell another trusted person.)
5. Students add "ONLINE" spokes to their Trusted People Web - who would they tell about an online problem specifically?

By the end of this lesson students will be able to respond confidently to three online safety scenarios using the Stop → Close → Tell framework.

1. Warm up: revisit Stop → Close → Tell from last semester. Students demonstrate: STOP (freeze), CLOSE (mime closing device), TELL (walk to trusted adult). Do it three times as a class for muscle memory.
2. Scenario 1: "You are on a reading app and a pop-up asks for your full name and home address." What do you do? Students respond - STOP, CLOSE, TELL.
3. Scenario 2: "Someone sends you a message online saying they want to be your friend. You don't know them." Students respond and discuss: do we share personal information with people we don't know in real life?
4. Scenario 3: "You log in and notice someone else has been using your account - your score has changed." Students respond. Who do they tell?
5. Students complete "What Would I Do?" response cards for each scenario - draw or write their response. These are portfolio evidence.

By the end of this lesson students will be able to sort types of information into "safe to share" and "keep private" with reasons for their decisions.

1. Glitter analogy: sprinkle a pinch of glitter on a sheet of paper. Tip it off - but some sticks. "Information shared online can be like glitter - some of it stays, even if you try to remove it."
2. Sorting activity (pairs): information cards including - full name, first name only, home address, school name, favourite animal, photo of your face, phone number, age. Sort into: "OK to share online" / "Think carefully" / "Keep private".
3. Compare sorts across pairs - discuss disagreements as a class. Why might "school name" be "think carefully"? (Someone could find you.)
4. Introduce the rule: if you are unsure whether something is OK to share - ASK a trusted adult first.
5. Students add the rule "WHEN IN DOUBT - ASK A TRUSTED ADULT" to their Trusted People Web as a reminder banner.

By the end of this lesson students will be able to describe the difference between kind and unkind online behaviour and explain what to do if someone is unkind to them online.

1. Ask: "What does it feel like when someone is kind to you? What does it feel like when someone is unkind?" Collect responses.
2. Show two text message examples (projected, fictional): one kind ("Great job on your drawing!"), one unkind ("Your drawing is ugly"). Ask: "How would you feel reading each one? Is there a difference between saying it out loud and sending it in a message?"
3. Key message: "The same rules that apply in our classroom apply online. Be kind. If someone is unkind to you online - it is not your fault. Stop, close, and tell a trusted adult."
4. Students complete a kind/unkind sort with message examples, then write or draw one kind thing they could send to a classmate digitally.
5. Class pledge: "In our class, we are kind online AND offline." Students sign or put a thumbprint on a class poster.

By the end of this lesson students will be able to summarise their online safety knowledge as a personal Safety Toolkit - a visual reference they can keep.

1. Review all 6 lessons: what did we learn? List on the board: trusted people, accounts/passwords, Stop-Close-Tell, what to keep private, kind online behaviour.
2. Students create their Safety Toolkit booklet - a folded A4 sheet with 4 sections. Each section covers one key idea with a drawing and 1-2 words or a sentence.
3. Include their Trusted People Web in the booklet (drawn or transferred from earlier lessons).
4. Pair share: each student explains their booklet to a partner. Teacher circulates and records anecdotal observations.
5. Students take the booklet home to share with a family member. Add a note: "Ask me about what I learned about staying safe online!"

By the end of this lesson students will have completed their Task 4 observation records, reflected on Module 2 learning, and received a preview of Module 3.

1. Verbal check-ins (teacher-led, 1:1 or 1:2): "Name three trusted people. What is a password and why is it private? What do you do if something online feels wrong?" Record observations.
2. Students complete a self-reflection: draw a face that shows how confident they feel about online safety. Write or dictate one thing they want to remember.
3. Collect portfolio evidence: Trusted People Web, scenario response cards ("What Would I Do?"), Safety Toolkit booklet, teacher anecdotal notes.
4. Module 2 celebration: "This semester we learned to draw flowcharts with decisions, AND how to stay safe online. Those are two really important skills."
5. Module 3 preview: "Next time we are going to use an app called ScratchJr to make our own digital stories - with characters that move and speak!" Show a simple ScratchJr screenshot.

By the end of this lesson students will be able to open ScratchJr, add a character, and make it move using at least two different motion blocks.

1. Open ScratchJr on tablets. Free exploration for 5 minutes - no instructions, just play. "Press things, see what happens. Can you make the cat move?"
2. Whole-class share: what did you discover? Collect 4-5 findings on the board (e.g. "the blocks snap together", "the green flag makes it go", "you can change the background").
3. Teacher guided tour: tap a blue Move block and snap it to the Start block. Press the green flag. Watch the cat move. "This is ScratchJr - we snap blocks together like puzzle pieces to tell our character what to do."
4. Students build a 3-block sequence: Start → Move Right → Jump → Move Right. Run it. What happens?
5. Challenge: can you make the cat move in a square? (Move right, move down, move left, move up.) Students experiment.
6. Save projects. Teacher demonstrates: tap the home button, tap the project name to rename it. Students name their project "[Name] Lesson 1".

By the end of this lesson students will be able to add a background, add a second character, and use the Say block to make a character speak.

1. Open yesterday's project. Review: "Last lesson we made characters move. Today we make a world for them to live in."
2. Add a background: tap the landscape button (bottom left). Choose one. "This is our story setting - where does our story happen?"
3. Add a second character from the library. Name them. "Every good story has characters. Who is in your story?"
4. Introduce the Say block (orange): snap it after a Move block so Character 1 speaks. Students type a short phrase (3-5 words). Run the sequence.
5. Students build: Character 1 moves and says something → Character 2 moves in response. This is the beginning of a story interaction.
6. Pair share: tell your partner what is happening in your story so far. "Who are the characters? What is the setting? What just happened?"

By the end of this lesson students will be able to use the Repeat block in ScratchJr to make a character perform an action multiple times, and explain why repetition is useful in a program.

1. Physical warm-up: stand up. "Clap once. Now clap three times. Now clap six times." Discuss: "Instead of me saying 'clap, clap, clap, clap, clap, clap' I could just say 'clap six times'. That's repetition - and computers love it."
2. Show the Repeat block in ScratchJr (orange, circular arrows). Model: drag a Move Right block inside it. Set count to 3. Run. "What happened? It moved 3 times - we only wrote the instruction once!"
3. Students experiment: what does Repeat 5 look like? Repeat 10? What about Repeat Forever (the infinity symbol)?
4. Challenge: make a character bounce back and forth. (Move right inside repeat, then move left inside a second repeat.) Alternatively: make a character spin in place using the Spin block inside repeat.
5. Students add a repeat block to their story project - at least one character must have a repeated action. This becomes a Task 5 requirement.
6. Discussion: "Where in a story might something repeat? The sun rising every day. A character walking the same path. Rain falling." Students plan where their repeat fits in their story.

By the end of this lesson students will have completed a 3-panel storyboard that shows the beginning, middle, and end of their digital story - including where the repeat block and branching moment will appear.

1. Show a model storyboard (teacher-prepared): 3 panels labelled BEGINNING, MIDDLE, END. Each panel has a rough sketch and 1-2 sentences about what happens. A loop symbol (🔁) marks where repeat is used; a diamond (◇) marks where branching happens.
2. Discuss: "What is your story about? Who are the characters? What happens at the start? What is the problem or exciting moment in the middle? How does it end?"
3. Students draft their storyboard on the 3-panel template. Minimum: one sketch per panel + label. Mark where repeat and branching will appear.
4. Pair check: swap storyboards. Partner checks: "Can I see a beginning, middle, and end? Can I find the loop symbol and the diamond?"
5. Teacher approval: circulate and stamp or sign storyboards that are ready for coding in Lesson 5. Students whose plans need more work continue drafting.

By the end of this lesson students will have built the Beginning panel of their story in ScratchJr, matching their storyboard plan.

1. Distribute approved storyboards. "Your storyboard is your plan. Keep it next to your tablet the whole time."
2. Students open a new ScratchJr project (or continue from Lesson 2). Set the background for Scene 1 to match their storyboard.
3. Add characters as planned. Build the block sequence for the Beginning: character movements, speech, and any starting action.
4. Run and check: "Does Scene 1 match your storyboard panel? Is the setting right? Are the right characters there?"
5. If students include the repeat block in Scene 1 (if their plan marks it here), they do so now. Otherwise, it will go in Scene 2.
6. Teacher circulates: check that students are following their storyboard. Prompt: "Look at your plan. What does it say happens here?"

By the end of this lesson students will have built the Middle scene of their story in ScratchJr, including the branching moment using a tap trigger or message block.

1. Demonstrate branching with "Start on Tap": place a character, attach a Start-on-Tap trigger to a NEW sequence of blocks. "This sequence only runs when you tap the character during the story - it's a choice!"
2. Add a new page (Scene 2 = Middle). Set the background for Scene 2.
3. Students build Scene 2 from their storyboard. At some point in Scene 2, a character should have two possible actions - one triggered automatically, one triggered by a tap.
4. Test the branching moment: run the project to Scene 2 and tap the character. Does the alternate sequence play? If not, debug - check that the Start-on-Tap block is connected to the right character.
5. Teacher circulates: focus on the branching concept. Ask: "What happens when I tap [character]? Why does that happen?" Record Criterion 3 observations for students who can explain this clearly.

By the end of this lesson students will have built the End scene of their story in ScratchJr, giving the story a clear resolution - and will have included the repeat block somewhere in the project.

1. Review storyboard End panel. "What is the last thing that happens? How does your story finish? Does the problem get solved?"
2. Add Scene 3. Build the End sequence from the storyboard plan.
3. Check: does any scene have a repeat block? If not, add one now - even a simple "character bounces 3 times to celebrate" works.
4. Run the full project from Scene 1 through to Scene 3. Does it tell a complete story?
5. Students note on their storyboard: circle where the repeat block appears and where the branching moment appears. This self-annotation is part of the portfolio evidence.
6. Peer preview: show your story to a partner. Partner says: "I saw the beginning when... The exciting part was... The ending was..."

By the end of this lesson students will have run their complete story, identified at least one bug or problem, made a fix, and noted the change on their storyboard.

1. Run the full story once from the beginning. Watch without touching anything. On paper: write down one thing that didn't work as planned.
2. Run it a second time. Watch the specific moment that had a problem. Which block is responsible?
3. Make one fix. Run again. Did it improve? Note the fix on the storyboard (cross out the old plan, write the new one beside it).
4. Teacher 1:1 conversations (2 min each): "Tell me about your story. What was a bug? How did you fix it? What does your repeat block do?" Record Criterion 3 observations.
5. Students who finish early: add sound effects (the microphone button in ScratchJr) or improve character animations.

By the end of this lesson students will have shared their ScratchJr story with at least two classmates and received specific feedback about the repeat block and branching moment.

1. Premiere setup: students sit with their tablet and their storyboard. Pair up with someone who has not seen their story before.
2. Partner A shows their story. Partner B watches and then says: "I noticed the repeat when... The branching part was when I tapped... My favourite part was..."
3. Swap. Partner B shows their story; Partner A gives feedback.
4. Students rotate to one more partner. Repeat the show-and-feedback process.
5. Teacher conducts remaining assessment conversations: "Point to where the repeat block is in your program. What does the branching moment do? What would happen if you removed the repeat block?"

By the end of this lesson all Task 5 portfolio evidence will be collected and all checklist observations will be complete.

1. Final run-through: students play their complete story one last time and make any last small fixes.
2. Portfolio collection: teacher photographs each student's completed ScratchJr project (all 3 scenes) and collects the annotated storyboard.
3. Student reflection: on a sticky note or in their book, students complete: "In my story, the repeat block makes [character] ___. The branching moment is when ___."
4. Teacher finalises any outstanding checklist observations.
5. Celebration: "You have designed and built your own digital story - with characters, scenes, repetition, and a branching moment. That is real programming."

By the end of this lesson students will be able to recall what data means, name three types of data they encounter, and explain how data can be stored digitally.

1. Recall: "Who remembers what data means from last year?" Collect responses. Confirm: data = information that can be stored or shared.
2. New question: "Can data be collected? Can we create data?" Examples: counting how many students brought their lunch, measuring the temperature, counting how many times a character moves in ScratchJr.
3. Introduce: digital systems store data as numbers behind the scenes. Show a simple example: the ScratchJr repeat block counter = a number stored by the program = data.
4. Students brainstorm: where is data collected at school? (Roll call, lunch orders, library books borrowed, test scores.) Record on the board.
5. Students choose one example and draw how it is collected, stored (paper or computer), and used.

By the end of this lesson students will have collected real data from their classmates using a tally chart, with at least 5 data points recorded accurately.

1. Teacher introduces the concept: "Today we become data collectors. We are going to find out something about our class by asking a question."
2. Students choose a survey question from the approved list (or propose one). Design a tally chart on paper: question at the top, 3-5 answer options with tally rows.
3. Survey time: students move around the class asking their question and recording tally marks. Minimum: 10 classmates surveyed.
4. Return to seats. Count up each tally row. Write the total beside each option.
5. Quick share: "What was the most popular answer? The least popular? What does that tell us?" This is the first pattern observation.

By the end of this lesson students will be able to represent their tally data as a picture graph using symbols - one symbol per data point.

1. Show a completed picture graph on the board (teacher example using fictional data). "Each picture represents one answer. Count the pictures to read the data."
2. Students design their own symbols: one small drawing for each answer category in their survey. (E.g. for "favourite season": sun, cloud, leaf, snowflake.)
3. Draw the picture graph: a grid with categories on one axis. Stamp or draw the correct number of symbols for each category based on the tally from Lesson 2.
4. Label the graph: title, category labels, and a key showing what each symbol means.
5. Compare with tally chart: "Does your picture graph show the same totals as your tally? How can you check?"

By the end of this lesson students will be able to represent their survey data as a simple bar chart and explain one difference between a bar chart and a picture graph.

1. Show a bar chart next to a picture graph of the same data. "These both show the same information. What is different about how they look?"
2. Distribute grid paper. Students draw axes: categories along the bottom, numbers up the side (0 to the maximum tally count).
3. Colour in bars to the correct height for each category. Label each bar with the category name.
4. Add a title: "[Student Name]'s Survey: [Question]".
5. Students write or dictate one sentence comparing their bar chart and picture graph: "Both show... but the bar chart is different because..."

By the end of this lesson students will be able to identify and describe at least one pattern in their data and explain what it means in real life.

1. Students look at their bar chart and picture graph. Three questions on the board: "What was the most popular answer? What was the least popular? What surprises you?"
2. Students write or dictate answers to at least two of the three questions. These are pattern observations.
3. Connect to real life: "Why might this pattern exist? What does it tell us about our class?" Brief pair discussion.
4. Connect to digital systems: "When you use a app that suggests what to watch next - it is looking at patterns in YOUR data. You clicked on dinosaur videos 5 times → pattern found → it suggests more dinosaur videos."
5. Students write their pattern observation as a 1-2 sentence "Data Findings" caption to attach to their chart. This is portfolio evidence.

By the end of this lesson students will be able to describe one example of how a digital system uses data to do something helpful.

1. Ask: "What digital systems do you interact with? What data do they collect about you?" Examples: library app, classroom roll, reading level tracker, game scores.
2. Class discussion: choose one digital system. What data does it collect? (Inputs.) What does it do with the data? (Outputs/decisions.) Who benefits?
3. Students draw: a digital system of their choice with an arrow showing Data In → System → Useful Output. Label each part.
4. Connect to their survey: "If a computer had access to all our class surveys from this week - what could it find out? What decisions could it help make?"
5. Add the drawing to the Task 6 portfolio alongside the tally, picture graph, and bar chart.

By the end of this lesson students will have displayed their data (tally, picture graph, bar chart, and pattern observation) on the class Data Wall and read at least two classmates' findings.

1. Students finalise their display: mount tally chart, picture graph or bar chart, and pattern observation sentence on a display sheet. Add their name and survey question as a heading.
2. Students place their display on the Data Wall.
3. Gallery walk: students spend 10 minutes reading at least two classmates' surveys. For each one, they write on a sticky note: "I noticed that... in [student]'s data."
4. Sticky notes go on or below the relevant display.
5. Class debrief: which survey finding surprised you most? Did any two surveys connect to each other?

By the end of this lesson all Task 6 portfolio evidence will be collected, teacher observations recorded, and students will have reflected on Module 3 learning.

1. Verbal check-ins (1:1, 1-2 minutes each): "How did you collect your data? Show me two different ways you represented it. What pattern did you find?" Record observations.
2. Students complete a self-reflection: "The most interesting thing I found out was... Data can be shown as..."
3. Collect portfolio evidence: tally chart, picture graph, bar chart, pattern observation sentence, digital systems drawing, Data Wall display photo.
4. Module 3 celebration: "This term we made digital stories in ScratchJr AND collected and analysed real data. Two very different but very important digital technology skills."
5. Module 4 preview: "Next term, the Bee-Bot is back - but this time with loops AND branches in the same mission. We are also going to design something for a real person."

By the end of this lesson students will have reviewed Bee-Bot sequencing and flowchart symbols, and successfully programmed a short route using a plan - reconnecting skills from Modules 1 and 2.

1. Quick quiz on the mat: teacher holds up a shape card (oval, rectangle, diamond). Students call out its name and what it does in a flowchart. Do 6-8 rounds.
2. Remind students of the loop concept from ScratchJr: "In ScratchJr we used a repeat block. In a flowchart, a loop is shown as an arrow that goes backwards to an earlier step. Today we will see that on a Bee-Bot mat."
3. Warm-up mission: a simple 4-step route with one turn. Students draw the route map and program independently - no teacher help. This confirms baseline skill before the main task begins.
4. Quick debrief: did anyone need to fix their program? What did they change? "That is debugging - it is normal, it is part of the process."
5. Preview the Module 4 mission mat (don't explain it yet - just show it). "This term the mission has a loop section AND a branching decision. By the end of this module you will be able to program both."

By the end of this lesson students will be able to identify which section of a Bee-Bot route repeats, represent that loop in a flowchart using a back-arrow, and program the robot to complete the looping section.

1. Show the loop mat: a path where one section (a small square) must be traversed twice before the robot continues to END. Walk the path physically first - teacher acts as the robot, students call out the steps.
2. Ask: "Which part repeats? How many times does it repeat?" Mark the repeating section on the mat with a different colour.
3. Model the flowchart: draw the non-repeating section → enter the loop → show the back-arrow returning to the loop start → exit the loop after 2 repeats → continue to END.
4. Students copy the flowchart and then program the Bee-Bot to follow it. They must press the loop sequence twice manually.
5. Test and compare: did the robot follow the flowchart? Point to each step of the flowchart while the robot moves. "When the robot comes back to the loop start, that is the back-arrow in action."

By the end of this lesson students will be able to independently draw a flowchart that includes a loop using the back-arrow convention, correctly positioned in a sequence.

1. On the board, draw a flowchart without the loop arrow. Ask: "Something is missing - this path goes to the end without repeating. Where should the back-arrow go?" Students suggest placement.
2. Add the back-arrow together. Label it with "×2" (repeat 2 times). Walk through the flowchart aloud tracing both passes through the loop.
3. Students complete a partially drawn flowchart on a worksheet: the loop section rectangles are drawn, the back-arrow is missing. Students draw it in the correct position and label the repeat count.
4. Create a new flowchart independently: a 6-step path with a 3-step loop that repeats once. Students draw all shapes and the back-arrow from scratch.
5. Pair check: swap flowcharts. Each student traces their partner's loop aloud: "Start, go to the loop, do the loop, back-arrow, do the loop again, exit, go to END."

By the end of this lesson students will understand the full Task 7 mission challenge and have begun planning their flowchart - identifying which section loops and where the branch decision occurs.

1. Reveal the mission mat fully. Give students 2 minutes of silent observation: "Look at the mat. Can you find the looping section? Can you find where the path branches?"
2. Discuss as a class: identify the loop section and the junction together. "Which END square will your robot aim for - YES or NO? Choose now. Circle your chosen END on your planning sheet."
3. Students begin their flowchart planning: START oval → steps to loop → the loop with back-arrow → steps to diamond → their chosen YES or NO path → END oval.
4. Teacher circulates and checks: does the flowchart have all four elements? (Oval, rectangle, diamond, back-arrow loop.) Stamp approved plans.
5. Students who finish planning early: draw the alternative branch path too - what would the flowchart look like if they chose the OTHER end square?

By the end of this lesson students will have made their first attempt at programming the Bee-Bot through the full mission, recorded the result, and identified what they need to fix.

1. Distribute test record sheets. Students write the date and their chosen END square at the top.
2. First run: program the Bee-Bot from the flowchart and press GO. No touching after that - just watch.
3. Record Test 1 on the sheet: draw a simple sketch of where the robot ended up. Circle the part of the route that worked. Put an X on the part that didn't.
4. Examine: "Which part of the flowchart does the problem correspond to? The loop section? The branch? A step before or after?"
5. Students note their planned fix at the bottom of the test record: "I think the problem is ___. I will try ___."
6. Teacher circulates, observing Criterion 3 (Testing and Iteration). Record which students identify the error independently versus with prompting.

By the end of this lesson students will have made at least one documented fix to their Bee-Bot program and re-tested it - practising the full debug cycle.

1. Students review their Test 1 record from Lesson 5. Apply the planned fix to the Bee-Bot program (CLEAR → re-enter the corrected sequence → GO).
2. Record Test 2 on the test record sheet: same format as Test 1. Did the fix work? Where is it now getting to?
3. If the fix worked: celebrate! Program the full mission end-to-end and record Test 3 as a successful run.
4. If the fix didn't work: identify the next problem. Repeat the cycle. Students may need to also update their flowchart - cross out the wrong step and draw the corrected one.
5. Teacher 1:1 conversations: "What was wrong? What did you try? Did it work? What did you learn from this?" Record Criterion 3 observations.

By the end of this lesson students will have programmed the alternative branch of the mission and compared the two routes - reinforcing the understanding that a diamond decision creates two genuinely different paths.

1. Students who completed their primary branch: "Today we take the other path. Draw the alternative branch on a new section of your flowchart or on a second flowchart sheet."
2. Plan the alternative branch route - the loop section is the same, only the path after the diamond is different.
3. Program the Bee-Bot for the new branch and test. Record on the test record sheet (Test 3 or Test 4 row).
4. Compare the two routes side by side: "What is the same about both routes? (The loop section, the START.) What is different? (The path after the diamond, the END.)"
5. Extension: combine both branches into a single flowchart showing YES → END A and NO → END B from the same diamond. This is the complete Task 7 flowchart.
6. Students still on primary branch: continue debugging with teacher support. Document progress on test record sheet.

By the end of this lesson students will complete an independent assessment-style mission run: present their flowchart, program the Bee-Bot, and explain their loop and branch to the teacher.

1. Students set up independently: flowchart on the desk, Bee-Bot cleared and at START on the mat.
2. Teacher reviews flowchart: does it include a loop (back-arrow) and a diamond (branch)? Record Criterion 1 observation.
3. Student programs and runs the mission independently. Teacher watches. Did the robot complete the route? Record Criterion 2 observation.
4. Two explanation questions: "Point to the loop in your flowchart. What does the back-arrow mean? Point to the diamond. What decision does it make?" Record Criterion 3 observation.
5. Students complete the test record for this run. Any bugs identified must be fixed and re-tested before the end of the lesson.

By the end of this lesson students will be able to articulate what was challenging about the Task 7 mission and describe at least one strategy they used to solve a problem.

1. Discussion: "What was the hardest part of this mission? Was it the loop? The branch? Getting them to work together?" Allow 3-4 students to share.
2. Sentence starters on the board: "The hardest part was... I fixed it by... Next time I would..."
3. Students complete a reflection page in their book - 3 sentences minimum using the starters. Accept drawing with a verbal explanation for students who find writing difficult.
4. Pair share: read your reflection to a partner. Partner asks one question.
5. Teacher collects any remaining observation notes. Ensure all students have been observed across Criteria 1-3 before Lesson 10.

By the end of this lesson all Task 7 portfolio evidence will be collected, all checklist observations finalised, and students will have showcased their mission to the class.

1. Showcase setup: 3 students at a time at a station, 3 minutes each. Demonstrators run their full mission and point to their flowchart as the robot moves. "Watch the robot follow my algorithm - here is the loop, here is the branch."
2. Visiting students ask one question or give one positive comment per showcase.
3. Teacher finalises all outstanding checklist observations.
4. Portfolio collection: flowchart (with corrections visible), test record sheet (all test runs documented), photo or video of Bee-Bot completing the mission, teacher checklist record, reflection from Lesson 9.
5. Class celebration: "This is the most complex algorithm we have written. You combined a loop AND a branch in the same program. That is Year 2 computing - well done."

By the end of this lesson students will be able to name one specific person they are designing for and describe at least two things about that person that will influence their design.

1. Introduce design thinking: "Great designers don't start by making - they start by listening. They ask: who is this for? What do they need? What would make their life better or more fun?"
2. Show two examples: a designer making a chair for a very tall person vs. a very small person. "The design is different because the USER is different. Today we choose our user."
3. Students choose their known user and complete the User Profile sheet: Name, Age (approx.), What they like, What they find hard, One thing that would make them happy or help them.
4. Pair share: describe your user to a partner. Partner asks: "What does [user] like? What could you make for them?"
5. Collect User Profile sheets. These are the starting point for the design brief in Lesson 2.

By the end of this lesson students will have completed a design brief that names their user, explains their need, and describes the product they will create - choosing from ScratchJr animation, poster, or illustrated guide.

1. Students retrieve their User Profile from Lesson 1. Review: "What does your user need? What could you make that would be helpful or enjoyable for them specifically?"
2. Introduce the three product options. Show a simple example of each. Students choose one that fits their user best.
3. Complete the Design Brief sheet: User name and description, What they need, Product I will make, Why this product suits them, One decision I will make because of who they are (e.g. "I will use big text because my user is very young").
4. Teacher approval: circulate and stamp approved briefs. Students whose briefs need more detail continue writing before starting.
5. Preview: "Next lesson we start making. Your design brief is your plan - keep it with you the whole time."

By the end of this lesson students will have produced a first draft of their digital product, working directly from their approved design brief.

1. Distribute design briefs. "Your brief is your guide. Every decision you make today should connect back to your user."
2. Students begin creating. Teacher circulates and checks: is the product taking shape? Does it reflect the user's needs from the brief?
3. Checkpoint at 20 minutes: each student shows teacher what they have so far. Teacher asks: "Who is this for? How does [this element] connect to your user?" Record brief anecdotal notes.
4. Students continue creating for the remaining time.
5. End of lesson: students write one sentence on their brief: "Today I made ___ and it connects to my user because ___."

By the end of this lesson students will have significantly developed their product and made at least one intentional refinement based on re-reading their design brief.

1. Re-read brief: 2 minutes silent review. Students mark one thing they want to add or improve today.
2. Making time: 30+ minutes of focused creation. Teacher circulates with prompts: "How would your user feel about this? Is this easy enough for them to understand?"
3. Midpoint pause: stop, look at what you have made, compare to the brief. Make one deliberate change. Write it on the brief: "I changed ___ because ___."
4. Continue making. Students who are nearly finished: add finishing details (colours, labels, titles).
5. End of lesson self-check: "Is my product nearly done? Does it still match my design brief?"

By the end of this lesson students will have received structured peer feedback on their product and identified at least one improvement to make before final submission.

1. Pair up with a student who has a DIFFERENT type of user. Exchange design briefs first - partner reads brief for 1 minute.
2. Partner then looks at the product. Completes the three feedback prompts on a sticky note: "I can see you thought about your user because... One thing that works well is... One thing that could be clearer is..."
3. Partners swap back and discuss feedback together: "What did they notice? Does their suggestion make sense for your user?"
4. Students decide: will they act on the feedback? Write on the brief: "Based on feedback, I will ___." (Or: "I will not change ___ because ___.")
5. Make the identified improvement in the remaining lesson time.

By the end of this lesson students will have a completed final product ready for the showcase - polished, labelled, and matching the design brief.

1. Final making time: 25 minutes. Students complete any unfinished sections and implement feedback improvements from Lesson 5.
2. Checklist self-review: students tick off the design brief requirements - user named, product complete, name on product, one connection to user's needs clearly visible.
3. Teacher circulates: photograph each completed product. Record anecdotal observation notes for "What to Look For" criteria.
4. Students who finish early: prepare what they will say during the showcase - 3 sentences: who it is for, what it does, and one thing they would change if they made it again.
5. Collect design briefs (with all annotations and feedback notes). These are key portfolio evidence.

By the end of this lesson students will have presented their digital product to the class, explained who it was designed for and why, and received class feedback.

1. Showcase setup: products displayed or students ready to present. Gallery walk or presentation round - teacher's choice based on class dynamics and time.
2. Each student presents: "I made this for [user]. It helps them / is for them because [reason connecting to user]. If I made it again I would [one improvement]."
3. Class gives feedback using the praise/wonder frame: "I love that... I wonder if..."
4. Teacher records final verbal evaluation observations: specifically noting whether each student can explain how the product connects to the user's needs, and whether they identify an improvement.
5. Collect any remaining products not yet photographed.

By the end of this lesson all Task 8 portfolio evidence will be collected, all observations finalised, and students will have reflected on the full F-2 digital technology journey.

1. Final verbal check-ins for Task 8 (1:1, 2 minutes): "Who did you design for? How did you think about their needs? What would you change?" Record final anecdotal observations.
2. Students look back through their whole F-2 portfolio (if accessible). Ask: "What is one thing from PP / Foundation? From Year 1? From Year 2? Which are you most proud of?"
3. Year 2 Reflection: students complete a "My Digital Technology Journey" page - draw or write one thing they learned in each of the four modules. Accept verbal dictation.
4. Collect final portfolio evidence: completed design brief (with user profile, feedback notes, and annotations), photo of final product, teacher anecdotal observation notes, verbal evaluation record.
5. Celebration: "From PP to Year 2 - you have programmed robots, created digital stories, collected and analysed data, stayed safe online, and designed for real people. You are digital thinkers. We are incredibly proud of how far you have come."