| 2026-10-23 | Developing → Developing | 23 Oct: why-hex taught as one sentence ('one hex digit stands for four binary digits, so shorter'); said back from memory, fact then so-what. Prompted in the same session, not a cold check. | session 136 |
| 2026-10-21 | Developing → Developing | paper #10 Q11: 1/2, loss=technique — 'easier to write, fewer mistakes', no fact; third cold 1/2 (19 Oct cold 1/2, framed 2/2) | session 127 |
| 2026-10-20 | Developing → Developing | 19 Oct cold, 2-mark why-hex: 'less chance of mistakes and easier to type' 1/2, no fewer-digits fact; 2/2 inside a sentence frame. 2/2 cold on 16 Oct did not hold three days later. Stays developing. | session 117 |
| 2026-10-16 | Gap → Developing | Session 114, 16 Oct, cold, no cue, first item; bar: 2-mark points-marked explain. 'one hex digit stands for four binary bits, so a number has far fewer digits in hex than in binary so it harder to make mestakes' - fact and consequence, 2/2 unaided, typed. Previously 1/2 cold on 6, 13 and 15 Oct after teaching and framed confirms. Developing bar met unaided: gap -> developing, one level. | standalone |
| 2026-10-15 | Gap → Gap | 15 Oct, cold, no cue, 2nd item; bar: 2-mark points-marked explain. 'easer to type and they make less mistakes': 1/2 (consequences, no fewer-digits fact). No storage idea for a 2nd cold day (13, 15 Oct). Frame 'Hex uses ___ than binary' -> 'less space on the page' at once; model sentence shown. Below the bar cold: stays gap. | session 108 |
| 2026-10-13 | Gap → Gap | Session 102, 13 Oct, cold, no cue; bar: 2-mark points-marked explain. 'so its easyer to write add send to each othor': 1/2 (a consequence for people; no fewer-digits fact). No 'store' or 'memory'. One-blank frame 'Hex uses ___ digits than binary' -> 'less' at once. Up from 0/2 cold on 6 Oct; below the bar cold: stays gap. | standalone |
| 2026-10-06 | Gap → Gap | 6 Oct, cold, first item, no cue; bar: 2-mark points-marked explain. 'because it is easery to send to others' 0/2. With 'fact, then so-what': harder to make mistakes, plus 'both binary and hexadecimal take up the same amount of space', 1/2 (consequence, no fact). One-blank frame: 'hex uses less digits than binary, so it is harder to make mistakes', 2/2 inside the frame. No storage idea. Below the bar cold: stays gap. | session 79 |
| 2026-10-05 | Gap → Gap | 5 Oct, cold, no notes, before any teaching; bar: 2-mark points-marked explain. 'Does hex make the computer use less memory' -> no. Why -> computers only work in binary, hex is easier for people (own sentence). 2-mark why-hex with only the cue 'fact, then so-what': fewer mistakes plus 'easier for them to store' = 1/2 (consequence; no fewer-digits fact; 'store' not credited). Frame 'hex uses ___ than binary' -> 'less digets'. Joined 2/2 sentence shown by the tutor. Not moved: proposed developing. | session 73 |
| 2026-10-02 | Gap → Gap | 2 Oct, why hex is used; bar: 2-mark points-marked explain. Frame 'so people ___' restated the point, no consequence; either/or (more or fewer mistakes) right. Open 2-mark cold: storage idea again, 0/2; 'does AC use less memory' -> yes after an analogy. Switches picture built: no / 8 / own sentence that hex takes the same space / 'still stored as binary', confirm 2/2. Open 2-mark again 0/2; guided join 1/2 ('easier to write down'). Below the bar: stays gap. | session 68 |
| 2026-10-01 | Gap → Gap | 1 Oct, why hex is used. Open question drew the storage misconception (easier to store, can store more), corrected. Narrowed: one hex digit replaces 4 bits; 8 and 2 digits to copy; the 8-digit one gives more chances to slip, 3/3. 2-mark sentence frame: 'uses less space on paper' plus 'the pc can only store binary': point present, consequence absent, 1/2. Follow-up 'so people ___' set, not answered at the stop. Below the bar: stays gap. | session 61 |
| 2026-09-29 | Not started → Gap | Correction (parent rule, 29 Sep): a topic touched and answered below the bar cannot stay notstarted → gap. Session 58, 29 Sep: 'why does each column double' off-target to the open form; why-255 explain about 1/2 after a prompt (doubling row and sum absent). Why hex is used untaught. notstarted → gap. | standalone |
| 2026-09-29 | Not started → Not started | 29 Sep: 'why does each column double' answered off-target to the open form ('you can show more numbers'), corrected: two symbols per box. Why-255 explain 1/2 after prompt: 'all ones, add them together' present, doubling row and the sum absent. Why hex is used not yet taught. | session 58 |
| 2026-09-28 | Not started → Not started | Placement Q2 skipped. 0/1, 28 Sep. Untaught. | session 53 |