Di Tran University · College of Humanization · Grade 1
Identify a task, choose materials, follow a plan, improve after feedback, and show kindness through useful work.
Learn with dignity. Build with proof. Advance with purpose.
This course turns learning into useful evidence through five repeatable moves: Learn → Practice → Prove → Use → Advance. Work at an appropriate pace, disclose meaningful help, correct mistakes, and explain the result in your own words.
Complete course resources
Open each section in order. The learner workbook is open first so learning can begin immediately.
Course blueprint — The learning promise, sequence, outputs, and course boundaries.
Course 12 Grade 1 — Needs, Tools, and Kind Work
Version: 1.0 public self-study edition — October 13, 2026 Status: Free public, supervised, age-context-dependent, noncredit curriculum; not approved for enrollment, school credit, diploma, credential, licensure, placement, or funding claims.
Promise and boundary
I can identify a task, choose materials, follow a plan, improve after feedback, and show kindness through useful work. Learners use fictional, public, or minimum-necessary information under adult supervision. This course does not authorize live accounts, public contact, protected records, real-person profiling or decisions, purchases, applications, financial advice, regulated work, or unsupervised interviews.
Humanization is the parent doctrine. Evidence describes a task in a stated context, never a child’s worth, intelligence, identity, family, disability, or future. Ask before sharing, protect people and information, use accessible routes, disclose adult/AI assistance, and pause when authority or safety is unclear.
Portfolio and rhythm
The learner produces a practice-goal card, needs/wants sort, helpful-question card, beginning-middle-end plan, tool/material choice card, version-one solution, test/repair note, team-role card, permission/privacy/safe-stop plan, earning/spending/saving/giving model, own-words explanation, and kind-work service challenge. Each unit follows Learn → Practice → Prove → Use → Advance.
Twelve-unit sequence
Unit 1 — What I Can Practice
Learn: A goal is a practice target; support helps; human worth is not a score. Practice: Sort fictional statements into “I can do,” “I am practicing,” and “I can ask for help.” Prove: Make a safe practice-goal card with one action and support route. Use: Tell a teammate what help would make the task accessible. Advance: Choose a small practice step and checkpoint.
Unit 2 — Needs Versus Wants
Learn: Need, want, choice, resource, and care differ. Practice: Sort fictional classroom or family examples without judging a person. Prove: Explain one need and one want using a public or fictional scenario. Use: Choose a kind, low-waste response to a stated need. Advance: Ask what information or permission is needed.
Unit 3 — Questions That Help
Learn: A question can clarify the task, person, material, safety rule, or next step. Practice: Turn guesses into respectful questions. Prove: Make a three-question card for a fictional task. Use: Ask before changing another person’s work or sharing information. Advance: Select the safest question owner.
Unit 4 — Beginning–Middle–End Plans
Learn: A plan has an order, materials, support, check, and stop point. Practice: Put three fictional steps in order. Prove: Draw or write a beginning-middle-end plan with one check. Use: Change the plan when a material or step is unavailable. Advance: Name the next step and adult support.
Unit 5 — Physical and Digital Tools
Learn: Tool choice depends on purpose, permission, safety, access, and care. Practice: Choose a safe paper, classroom, or no-account tool for fictional tasks. Prove: Complete a tool/material card with setup, use, return, and offline route. Use: Demonstrate safe handling in simulation. Advance: Record a tool check or safe stop.
Unit 6 — Build a Simple Solution
Learn: A solution serves a stated need and has a material, user, instruction, and limit. Practice: Sketch a simple classroom or family tool using fictional details. Prove: Make version one and disclose help or copied material. Use: Show what it does without promising more than tested. Advance: Choose one small improvement.
Unit 7 — Test and Repair
Learn: Test, expected result, actual result, repair, and retest differ. Practice: Try a fictional solution and notice one safe failure. Prove: Make a dated test/repair note. Use: Describe what needs fixing without blaming a person. Advance: Retest or stop safely with an adult.
Unit 8 — Roles on a Team
Learn: A role, turn, agreement, feedback, and handoff help a team work. Practice: Take turns in a fictional build or service task. Prove: Make a team-role card with owner, task, and checkpoint. Use: Give one kind, useful update. Advance: Hand off the next action.
Unit 9 — Permission, Privacy, and Safe Stops
Learn: Permission, privacy, personal information, accessibility, and stop rules protect people. Practice: Choose ask, proceed, pause, escalate, or stop in fictional scenarios. Prove: Make a permission/privacy/safe-stop plan with an alternate route. Use: Explain one protective choice in plain language. Advance: Identify the trusted adult owner.
Unit 10 — Earning, Spending, Saving, and Giving
Learn: Money choices include resources, needs, wants, saving, giving, and adult decisions. Practice: Compare fictional choices without using private finances. Prove: Make a simple fictional resource-choice model. Use: Rewrite a promise as a limited, kind statement. Advance: Name what must be checked with an adult.
Unit 11 — Explain One Choice
Learn: An explanation names the task, choice, evidence, help, and next step. Practice: Rehearse a short own-words explanation. Prove: Explain one tool or plan choice with an approved accessible route. Use: Apply the explanation to a new low-risk case. Advance: Record one practice goal.
Unit 12 — Kind-Work Service Challenge
Learn: Helpful work needs permission, access, safety, correction, and continuity. Practice: Audit the task, tool, role, evidence, and safe stop. Prove: Plan, make, test, and explain a useful classroom or family tool in a supervised simulation. Use: Defend a proceed, revise, or stop choice. Advance: Create a 30-day practice plan with support and alternate route.
Completion rule
Completion requires twelve evidence items or approved accessible equivalents, supervised facilitator review, correction, disclosed assistance, independent explanation or transfer, and all noncompensable gates. Safe wording: “The learner completed the noncredit DTU course and demonstrated the listed tasks at the documented support level.”
Learner workbook — The complete twelve-part Learn → Practice → Prove → Use → Advance workbook.
Course 12 Grade 1 — Learner Workbook
Free public noncredit self-study edition — Version 0.1 — October 13, 2026 Not approved for enrollment, school credit, diploma credit, certification, licensure, placement, or funding claims.
Start here
Use fictional, public, or low-risk examples with adult supervision. Do not enter private family, health, identity, immigration, financial, child, school-record, or account information. Evidence describes a task, not your worth. Ask before sharing, pause when unsure, and disclose adult or AI assistance.
Portfolio index
| Evidence | Date/version | Support/assistance | Correction | Next step/owner |
|---|---|---|---|---|
| Practice-goal card | ||||
| Needs/wants sort | ||||
| Helpful-question card | ||||
| Beginning-middle-end plan | ||||
| Tool/material choice card | ||||
| Version-one solution | ||||
| Test/repair note | ||||
| Team-role card | ||||
| Permission/privacy/safe-stop plan | ||||
| Resource-choice model | ||||
| Own-words explanation | ||||
| Kind-work service/30-day plan |
Unit pages
Unit 1 — What I Can Practice
Learn: Goal, practice, support, and worth differ. Practice: Fictional sort: ___________________________________________ Prove: Practice-goal card: ________________________________________ Use: Accessible help request: _____________________________________ Advance: Small step/checkpoint: _____________________________________
Unit 2 — Needs Versus Wants
Learn: Need, want, choice, resource, and care differ. Practice: Safe sort: ________________________________________________ Prove: Need/want explanation: _____________________________________ Use: Kind low-waste response: ____________________________________ Advance: Information/permission needed: ____________________________
Unit 3 — Questions That Help
Learn: Questions clarify tasks, materials, safety, and next steps. Practice: Guess into question: ______________________________________ Prove: Three-question card: _______________________________________ Use: Ask-before-changing example: ________________________________ Advance: Safest question owner: ____________________________________
Unit 4 — Beginning–Middle–End Plans
Learn: Plans include order, materials, support, check, and stop. Practice: Three steps in order: _____________________________________ Prove: Beginning-middle-end plan: ________________________________ Use: Plan after change: __________________________________________ Advance: Next step/adult support: __________________________________
Unit 5 — Physical and Digital Tools
Learn: Purpose, permission, safety, access, and care guide tool choice. Practice: Safe tool choice: __________________________________________ Prove: Tool/material card: _______________________________________ Use: Safe handling demonstration: ________________________________ Advance: Tool check/safe stop: _____________________________________
Unit 6 — Build a Simple Solution
Learn: A solution has a need, material, user, instruction, and limit. Practice: Sketch: __________________________________________________ Prove: Version one/help disclosure: ______________________________ Use: Tested claim: _______________________________________________ Advance: Small improvement: ________________________________________
Unit 7 — Test and Repair
Learn: Expected, actual, repair, and retest differ. Practice: Safe failure noticed: _____________________________________ Prove: Dated test/repair note: ___________________________________ Use: Fix without blame: ___________________________________________ Advance: Retest or safe stop/adult: ________________________________
Unit 8 — Roles on a Team
Learn: Roles, turns, agreements, feedback, and handoffs matter. Practice: Team turn: ________________________________________________ Prove: Team-role card: ____________________________________________ Use: Kind update: ________________________________________________ Advance: Next action/owner: ________________________________________
Unit 9 — Permission, Privacy, and Safe Stops
Learn: Permission, privacy, access, and stop rules protect people. Practice: Ask/proceed/pause/escalate/stop: __________________________ Prove: Permission/privacy plan: __________________________________ Use: Protective choice: ____________________________________________ Advance: Trusted adult owner: ______________________________________
Unit 10 — Earning, Spending, Saving, and Giving
Learn: Needs, wants, saving, giving, resources, and adult decisions matter. Practice: Fictional choice: _________________________________________ Prove: Resource-choice model: ____________________________________ Use: Limited kind statement: _____________________________________ Advance: Adult check needed: _______________________________________
Unit 11 — Explain One Choice
Learn: An explanation names task, choice, evidence, help, and next step. Practice: Own-words rehearsal: _____________________________________ Prove: Tool/plan explanation: ____________________________________ Use: New low-risk case: ___________________________________________ Advance: Practice goal: ____________________________________________
Unit 12 — Kind-Work Service Challenge
Learn: Helpful work needs permission, access, safety, correction, and continuity. Practice: Task/tool/role/evidence audit: ____________________________ Prove: Useful tool/service record: _______________________________ Use: Proceed/revise/stop choice: _________________________________ Advance: 30-day plan/support/alternate: ____________________________
Closeout
Assistance disclosure: __________________. Correction: ________________. Next step/date/owner: __________________. This is noncredit learning evidence, not school credit, a diploma, license, credential, admission, placement, or guarantee.
Facilitator guide — Guidance for a parent, educator, coach, mentor, or facilitator.
Course 12 Grade 1 — Facilitator Guide
Status and role
Free public edition for supervised, age-appropriate kind-work and tool practice. Do not decide school credit, diploma, credential, license, admission, employment, funding, financial eligibility, or a learner’s future. Use fictional, public, or minimum-necessary data only.
Preflight
Confirm exact age/context, family/learner notice, supervision, language/access supports, offline/no-account alternatives, tool restrictions, human owners for safeguarding/privacy/accessibility/incidents, and release class. Prohibit protected records, live accounts, real-person profiling/decisions, public contact, unsupervised interviews, purchases, applications, regulated work, and financial advice.
Unit map
| Unit | Model | Watch for | Evidence/handoff |
|---|---|---|---|
| 1 | Practice-goal sort | worth or identity ranking | goal/support |
| 2 | Needs/wants sort | judging a person | need/care choice |
| 3 | Helpful-question card | guessing or forced disclosure | question owner |
| 4 | Three-step plan | missing support or stop | plan/check |
| 5 | Tool-fit/care demo | unsafe tool or account pressure | card/alternative |
| 6 | Simple build | copied work or overclaim | v1/revision |
| 7 | Test/repair | blame or hidden failure | note/retest |
| 8 | Team turns | exclusion or missing handoff | role/update |
| 9 | Permission/privacy | forced sharing or no stop | alternate/owner |
| 10 | Resource choices | purchase pressure or advice | assumptions |
| 11 | Own-words explanation | hidden adult/AI help | defense/transfer |
| 12 | Kind-work challenge | public claim or missing continuity | packet/30-day plan |
Assessment and accessibility
Use the task-level 0–4 scale: not yet shown; direct help; limited help; independently here; transfers and helps. Never score intelligence, dignity, character, accent, disability, family, immigration, trauma, or future potential. Offer oral, written, visual, demonstrated, translated, captioned, large-print, keyboard, extra-time, offline, and assistive-technology routes when they preserve the target. Require correction and retest.
Pause and escalate for unsafe work, missing authority/consent, protected data, inaccessible evidence without an alternative, discrimination/harassment, false claims, undisclosed material assistance, real-person profiling/decision, public contact, account creation, purchase pressure, live regulated activity, or unsafe tool failure.
Closeout
Confirm twelve evidence items or accessible equivalents, source/date/limits, correction, assistance disclosure, independent explanation, noncompensable gates, next owner/date/source, alternate route, and human escalation. Safe wording: “The learner completed the noncredit DTU course and demonstrated the listed tasks at the documented support level.”
Capstone and evidence rubric — The final project, evidence packet, and transparent scoring guide.
Course 12 Grade 1 — Kind-Work Service Challenge Rubric
Brief
In a supervised fictional, public-data, or low-risk simulation, the learner identifies a need, chooses materials, follows a beginning-middle-end plan, tests and repairs a simple tool, takes a team role, protects privacy and access, discloses assistance, and explains a proceed/revise/stop choice. No protected records, live accounts, real-person profiling, public contact, purchases, financial advice, regulated work, or unsupported outcomes.
Evidence packet
- practice-goal card; 2. needs/wants sort; 3. helpful-question card; 4. beginning-middle-end plan; 5. tool/material choice card; 6. version-one solution; 7. test/repair note; 8. team-role card; 9. permission/privacy/safe-stop plan; 10. resource-choice model; 11. own-words explanation; 12. kind-work service challenge and 30-day plan.
Rubric
| Dimension | 0 Not shown | 1 Direct help | 2 Limited help | 3 Independent here | 4 Transfers and helps |
|---|---|---|---|---|---|
| Goal and need | absent or judgmental | identifies after rescue | records some limits | states need and practice goal | adapts to a new case |
| Questions and plan | no safe question/order | follows model with help | completes parts | asks and sequences safely | revises after change |
| Tool and solution | unsafe or unusable | copies model | partial criteria | chooses, builds, and names limit | predicts a new issue |
| Testing and repair | hides failure or blames | repairs after prompt | records some result | tests and corrects respectfully | transfers repair method |
| Team role and kindness | excludes or no handoff | uses script with help | mostly clear | takes role and gives update | supports another handoff |
| Permission/privacy/access | unsafe or forced disclosure | stops after prompt | follows plan with help | uses permission and alternate route | predicts a new barrier |
| Resource choices | promise or pressure | repeats model | labels assumptions | states limited tradeoff | corrects a new claim |
| Explanation/transfer | cannot explain | explains after prompts | explains core choice | own-words defense and transfer | teaches a new case |
Holds
False claim; human-worth judgment; missing consent/authority; unsafe or regulated activity; unnecessary protected data; inaccessible evidence without alternative; discrimination/harassment; undisclosed material assistance/copied authorship; real-person profiling/decision; financial advice; public contact/posting; account or purchase action; or refusal to pause, correct, escalate, or retire.
Safe wording: “The learner completed the noncredit DTU course and demonstrated the listed tasks at the documented support level.”