# Ten teacher-ready 25-minute Design and Technologies scripts · Days 1–10

Each lesson totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Follow the [safe school-selection gate and exact invented sources](MATERIALS.md); use the daily [three switchable learner routes](LEARNER-CARDS.md) and, if useful, a [worked context swap](PRACTICE-SWAPS.md). 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](print/fictional-design-helpers.pdf) 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](print/fictional-design-helpers.pdf), 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](print/fictional-design-helpers.pdf), [plan/result mat](print/design-evidence-mat.pdf).

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](print/two-display-ideas.pdf), 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](STUDENT-CHECKS.md), [Paper Art Table Route](print/check-a-fresh-route.pdf); 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](teacher/KEY-AND-NEXT.md) 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](print/safe-fold-trial.pdf), adult-prepared A4/reused broad sheet and [evidence mat](print/design-evidence-mat.pdf).

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](print/safe-fold-trial.pdf), [evidence mat](print/design-evidence-mat.pdf).

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](print/design-evidence-mat.pdf), 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](print/school-context-card.pdf), 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](STUDENT-CHECKS.md), [Paper Card Carrier source](print/check-b-fresh-carrier.pdf), 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](teacher/KEY-AND-NEXT.md) 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](RUN-THROUGH.md) 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.