Ten teacher-ready 25-minute Design and Technologies…Foundation Design Tech · T1 W1–2 · Lesson sequence

Each lesson totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Follow the safe school-selection gate and exact invented sources; use the daily three switchable learner routes and, if useful, a worked context swap. Read every written label aloud. A child's physical making/testing is opt-in, supervised and school-approved. Keep idea, actual material action, observed result and adult cue separate. If no real material test occurs, write NOT TRIED. The two checks and teacher key are public; collect a first child-controlled response before feedback.

Week 1 · Day 1 · Who chose the helper's shape?

Target/codes: notice a person's design choice and purpose in a product; AC9TDEFK01 (partial). Prepare: three designed helpers and, if approved, one real familiar broad paper notice/product from school.

1. Welcome · 3 min. Show the fictional PAPER NOTICE STAND picture; say it is a made-up example, not a tested classroom item.
2. Notice · 4 min. Ask what a person chose (wide bottom, upright face) and who might need to read a notice. Let a child point/gesture rather than read print.
3. Model · 5 min. Say “a person shaped this paper to try to show a message.” Compare a real approved familiar item only if available; record its actual features, not an assumed effect.
4. Child route · 7 min. Day 1 A/B/C identify the intended user, purpose and one human choice in the print; they may draw/point/direct. Ask a new “what if it lay flat?” question without claiming a performance result.
5. Check/respond · 4 min. Ask “How do you know someone designed it?” Record the chosen feature/purpose and whether evidence came from the print or real local object. If a child calls a natural object designed, compare what a person changed.
6. Close · 2 min. Invite a one-sentence puppet explanation. No home product photograph or family detail is needed.

Week 1 · Day 2 · A service has steps chosen by people

Target/codes: explore an invented service prompt as a human-designed sequence, with real local service comparison only if approved; AC9TDEFK01 (partial). Prepare: the RETURN DESK CARD on Source A, broad blank cards.

1. Welcome · 3 min. Read the pretend RETURN DESK CARD: PUT LARGE CARD HERE, THEN TAKE A BLANK CARD. There is no real desk or collected child item.
2. Notice · 4 min. Ask which step comes first and why a person might put steps in order for a user.
3. Model · 5 min. Move two broad blank cards as the fictional steps; say a service involves people and arrangements, not just a single object.
4. Child route · 7 min. Day 2 A/B/C order the two steps, name the intended user/purpose and change one instruction to be clearer. Child directions control adult moves where needed.
5. Check/respond · 4 min. Show the steps reversed; ask which print line backs a correction. Record source-based reasoning; do not report an actual user's success without testing with consent.
6. Close · 2 min. Leave a blank local-service slot for a school-approved later observation, rather than guessing what a school does.

Week 1 · Day 3 · An environment has room for a purpose

Target/codes: describe human arrangement in a fictional environment and sketch a safer/more usable alternative; AC9TDEFK01 and AC9TDEFP01 (partial ideas only). Prepare: CLEAR TABLE PATH on Source A, plan/result mat.

1. Welcome · 3 min. Read the invented drawing: two broad work areas with a clear middle path on paper. No actual route or access standard is measured.
2. Notice · 4 min. Ask where the paper path is and who might need to move between areas; accept varied users without assuming a real person's needs.
3. Model · 5 min. Draw a second arrangement with a paper mark blocking the middle; compare drawn routes only. Explain people can change layouts for a purpose.
4. Child route · 7 min. Day 3 A/B/C generate one different arrangement, communicate it and say why they prefer it for the stated paper task.
5. Check/respond · 4 min. Record the child's reason and whether they refer to visible source features. If they predict “everyone can pass,” ask what real observation would be needed; none is claimed today.
6. Close · 2 min. Say that a drawing is a proposal, not an accessibility certification or real room test.

Week 1 · Day 4 · Choose between two display ideas

Target/codes: generate/communicate two design ideas and choose against a stated purpose; AC9TDEFP01 (partial plan, no making result). Prepare: two display ideas, broad blank paper.

1. Welcome · 3 min. Read the fictional brief: show one large neutral paper mark to a pretend reader.
2. Notice · 4 min. Compare IDEA FLAT and IDEA FOLD drawings. Ask what is different in shape, not which one worked.
3. Model · 5 min. Draw a third broad-paper idea, give a reason tied to reader view, and label the reason a prediction.
4. Child route · 7 min. Day 4 A/B/C make two child-controlled marks/models, communicate a choice and say what a safe tabletop trial would check.
5. Check/respond · 4 min. Record both ideas, criterion and the child's own choice. If they claim a fold stood, ask whether one was actually made and tested; mark NOT TRIED if not.
6. Close · 2 min. Store the idea to compare with later material results, without promising a winner.

Week 1 · Day 5 · Fresh Check A: a route with space

Target/codes: on a new fictional source, identify a person-designed environment choice and communicate/evaluate one broad-paper design idea; AC9TDEFK01 and AC9TDEFP01 (partial). Prepare: unseen Check A, Paper Art Table Route; hide the public key until first responses.

1. Welcome · 3 min. Say the sheet is pretend, new today and requires no personal story or real material trial.
2. Source · 4 min. Read the two work spaces and centre route exactly, without pointing to the answer.
3. Model process · 5 min. On an unrelated blank layout, ask “Who is it for? What did a person choose? What might I test?” Do not use Check A's route wording/solution.
4. Child route · 7 min. Check A A/B/C identify one design choice, propose two safe broad-paper marker/separator ideas, choose one and give a reason. Keep first child-controlled work.
5. Check/respond · 4 min. Ask the child to point to source evidence for the choice; record exact reasoning and adult cue separately. Consult the public teacher key after collection.
6. Close · 2 min. Use a different after-check story only; no result is invented for the fictional route.

Week 2 · Day 6 · Plan the safe paper stand

Target/codes: plan materials and ordered safe steps for one school-approved broad-paper display; AC9TDEFP01 (partial, preparation). Prepare: safe fold/trial guide, adult-prepared A4/reused broad sheet and evidence mat.

1. Welcome · 3 min. Confirm the school-approved paper and clear tabletop; offer a plan-only route if handling is unsuitable.
2. Notice · 4 min. Read FOLD, PLACE, LET GO/COUNT TO THREE. Ask which step can show a real result.
3. Model · 5 min. Fold a broad sample only if safe/approved; name the action, not a guaranteed outcome. Demonstrate pausing before any unsafe tool; no scissors or adhesive is needed.
4. Child route · 7 min. Day 6 A/B/C communicate two possible broad folds/placements, choose one and state the material, equipment (hands/clear table) and safe sequence. An adult may manipulate as precisely directed.
5. Check/respond · 4 min. Record choice, reason and planned check. If an actual test did not occur, leave RESULT as NOT TRIED; do not copy a modeled success into child evidence.
6. Close · 2 min. Ask what will be observed during tomorrow's actual supervised test.

Week 2 · Day 7 · Make, let go, observe

Target/codes: safely make and test a child-chosen broad-paper display for a stated purpose; AC9TDEFP01 (conditional actual action). Prepare: approved A4/reused sheet, one large neutral mark, fold/trial guide, evidence mat.

1. Welcome · 3 min. Restate purpose: make one large neutral mark visible on a tabletop. Check paper, clear space and opt-in handling.
2. Notice · 4 min. Child points to the chosen plan, material and next safe step. Adult stops any unsuitable handling.
3. Model · 5 min. Explain one broad fold with hands on a sample; deliberately leave outcome unknown. The child may choose a different safe fold.
4. Child route · 7 min. Day 7 A/B/C physically fold/place or precisely direct assisted action, release support and count to three if safe. Record whether the child's paper display remained upright, fell, sagged or was not tried—only what actually happened.
5. Check/respond · 4 min. Ask “What did we see? Did it meet your purpose here?” Separate child touch/assisted direction/adult-only demonstration. If it fell, it is useful evidence for revision, not failure of the child.
6. Close · 2 min. Child proposes one change for Day 8; no claimed reader benefit without a real approved reader check.

Week 2 · Day 8 · Revise from a real result, if there is one

Target/codes: evaluate a paper solution against the purpose and test a chosen safe revision where approved; AC9TDEFP01 (conditional). Prepare: Day 7 actual evidence or NOT TRIED, plan/result mat, broad paper.

1. Welcome · 3 min. Read the child's recorded Day 7 result verbatim; if absent, state NOT TRIED without making one up.
2. Notice · 4 min. Ask what was seen and what remains uncertain; a stand that held for three counts may still not help a real reader.
3. Model · 5 min. Sketch a wider base or shorter fold as a possible change; make no stability claim until material trial.
4. Child route · 7 min. Day 8 A/B/C choose one change, communicate it, and safely try it with actual paper if permitted. Record old/new results from real observed actions, or mark plan-only/not tried.
5. Check/respond · 4 min. Ask whether the result changed the child's view and why. Accept unchanged/uncertain. Record adult moves separately from child-controlled choices.
6. Close · 2 min. Keep both design versions; do not erase a surprising or unsuccessful observation.

Week 2 · Day 9 · Transfer to a two-zone choice mat

Target/codes: recognise a human-designed product/service choice and make a different safe paper arrangement for a purpose; AC9TDEFK01 and AC9TDEFP01 (partial/conditional). Prepare: school context insertion card, broad A4 sheet, two large neutral BOOK/CUP picture cards.

1. Welcome · 3 min. Give a new invented purpose: keep two large paper category cards in separate broad spaces on a tabletop. No real users or inventory are claimed.
2. Notice · 4 min. Show a two-zone paper layout; ask which line/space a person chose and who the pretend mat could help. If a real approved familiar product is available, identify it separately.
3. Model · 5 min. Fold or draw a broad centre boundary on paper; state the intended separation but do not assert it succeeds until the cards are actually placed.
4. Child route · 7 min. Day 9 A/B/C make or direct a large two-zone mat and place the two large cards, or offer a plan-only access route. Observe whether the categories stayed apart in this trial.
5. Check/respond · 4 min. Record actual placement, not a fictional peer result. Ask one change for a different tabletop or reader; do not infer transfer without a trial.
6. Close · 2 min. Name product purpose, user and observed/not-observed outcome separately.

Week 2 · Day 10 · Fresh Check B: carry a large paper card

Target/codes: use a new brief to generate, communicate, choose, safely make and evaluate a paper solution if actually tried; AC9TDEFP01 (partial/conditional). Prepare: unseen Check B, Paper Card Carrier source, approved broad A4 and large circle card; no scissors, tape or lifting.

1. Welcome · 3 min. Set a clear tabletop. Explain the new paper challenge and the choice to plan without physical handling.
2. Source · 4 min. Read the fresh criterion: slide a broad paper carrier a short distance along the table and see whether the large circle card remains on it. Do not demonstrate a solution.
3. Model process · 5 min. On unrelated blank paper, say “two ideas, choose, safe steps, observe.” Do not fold the fresh carrier or predict a passing result.
4. Child route · 7 min. Check B A/B/C generate two safe ideas, choose and communicate one, then physically make/slide or child-direct assisted making/slide if approved. Record ACTUAL STAYED/SLIPPED/NOT TRIED without supplying a result.
5. Check/respond · 4 min. Ask for one source/purpose link, safe step, observed result and next change. Capture first child-controlled answer before public key feedback; distinguish adult handling.
6. Close · 2 min. State that a paper drawing alone does not prove making/testing, and no complete achievement-standard judgement follows from this check.

The desk run-through describes artifact review only. A real teacher must approve the local context/materials, observe any material work and apply school policy before making learning judgments.