Use this pack with the original investigation and the editable case builder. It supplies the cases, teaching choices, answer notes and assessment examples.
Student case cards · Student journal · Editable Word journal · PDF journal · CSV data
Australian Curriculum Version 9 · Digital Technologies
References: AC9TDI6P04, AC9TDI6P06. Read the current source (checked 2026-09-07).
Evidence to assess: A context-budget briefing with a highlighted evidence sentence and a conflict note.
Selected aspects only. This activity contributes evidence; it does not cover the full descriptor or achievement standard. A programming descriptor is not claimed for merely moving controls. Moderate the supplied illustrative responses against your school unit and current achievement standard.
These are planning estimates to test with your class. A short session develops one supported claim; it does not compress the whole senior project.
| Stage | 45 minute focus | 60 minute investigation |
|---|---|---|
| Readiness and prediction | 0–5 | 0–5 |
| Trace the supplied example | 5–13 | 5–15 |
| Author and run cases | 13–25 | 15–35 |
| Counterexample and redesign | 25–35 | 35–45 |
| Explain and discuss | 35–42 | 45–55 |
| Export and handover | 42–45 | 55–60 |
For a longer project, use three 50-minute sessions. Session 1 (0–50): readiness, model, hypothesis and initial cases. Export a project and record the next test. Session 2 (50–100): reopen, check settings, author counterexamples and revise the design. Export the changed project and identify unresolved evidence. Session 3 (100–150): independent peer test, final artefact, individual explanation and moderation. If using two 60-minute sessions, stop at minute 60 after saving the first comparison; use 60–120 for redesign, independent test and defence.
Entry check: Identify a fact and a condition in a short instruction. Ask the learner to demonstrate it before choosing the level of support.
Preparation: allow about 15 minutes to run the starter, print the cards and check a project can be reopened. This estimate has not yet been measured in a classroom pilot.
Read the entry question aloud, model one row, and label the units. Offer the case table as a large-print sheet. Keep mathematical derivations optional until the learner can explain the comparison.
For one device, use a projector: one pair predicts, one operates, and the class records on paper. Swap roles after the first comparison. For individual access, support keyboard controls and a written table equivalent to each visual. Learners may explain orally or with an annotated diagram. Never require personal data, a recorded voice, or a photograph.
Mixed readiness: if the entry check is difficult, use the linked prerequisite and the first two case cards; retain the same central question. If secure, ask the learner to design an unseen test and state which explanation it could disprove.
Keep complete lines from the beginning until the budget is exhausted. Report whether declared essential lines survived.
Starting parameters: Word budget = 15
0 essential conditions lost; 0 words remain.
| line | words | kept | essential | essential lost |
|---|---|---|---|---|
| The walk leaves at nine. | 5 | True | False | False |
| When it rains the walk is cancelled. | 7 | True | True | False |
| Bring a water bottle. | 4 | False | False | False |
| The guide wears a green hat. | 6 | False | False | False |
These are authored examples, not work collected from children. Assess reasoning using the lesson rubric, not whether the first prediction was correct.
Beginning: “It worked because the result looks right.” This identifies no exact case, control or measurement. Ask the learner to point to one row and say what happened.
Developing: “In the first case I recorded line: The walk leaves at nine.; words: 5; kept: True; essential: False; essential lost: False.” This cites evidence, but does not yet explain how the result follows from the rule. Ask the learner to trace the relevant step.
Secure: “For the first supplied case, line: The walk leaves at nine.; words: 5; kept: True; essential: False; essential lost: False. I can trace it using this mechanism: Keep complete lines from the beginning until the budget is exhausted. Report whether declared essential lines survived. My result supports a claim about these supplied cases. It does not establish that the same result holds outside them.” Look for an accurate trace, the actual settings and a bounded claim; accept equivalent oral or visual evidence.
Extending: The learner constructs and reruns a new case, reports whether the first explanation survives, and defends a revised design. Use this concrete challenge: Write your own six-line briefing. Preserve a condition under a word budget and test the resulting answer. Require the original and changed evidence and this boundary: Presence does not prove a model will use a condition correctly. Test the resulting briefing separately.
Moderation: first assess independently against each lesson criterion. Compare the exact trace or artefact that led to your judgement. Resolve differences using evidence, not polished language. Keep each learner's individual explanation even when the artefact was produced in a group.