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Foundation / Design And Technologies / Term 1 / Weeks 03 04

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Ten teacher-ready 25-minute scripts · Days 11–20Foundation Design Tech · T1 W3–4 · Lesson sequence

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Teacher copy · prompts and answer keys

Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Each day totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Continue the safe evidence habit from Weeks 1–2: source, child idea, real material action, actual result and adult cue are different fields. Read source labels aloud; offer the day's A/B/C routes and worked swaps. Use only adult-approved broad paper on a clear tabletop for actual trials. Children can pass on handling. No physical result is prewritten. Public checks/keys are formative; collect first child-controlled responses before feedback.

Week 3 · Day 11 · A page is shaped for someone

Target/codes: identify a human design choice, user and purpose in a familiar page product; AC9TDEFK01 (partial). Prepare: fictional page-help ideas, optional approved real school page/book.

  1. Welcome · 3 min. Recall that people choose shapes for purposes. Show the pretend large page and say neither printed tab was tested.
  2. Notice · 4 min. Ask what the puppet wants to do: find the edge and turn one page. Point to the page edge, not a real reader result.
  3. Model · 5 min. Explain one proposed broad fold as a person's design choice. If a real familiar school page is approved, note what the child actually sees on it separately from fiction.
  4. Child route · 7 min. Day 11 A/B/C identify one chosen feature, intended user/purpose and one question a real test would answer. Child may point, draw or direct an adult.
  5. Check/respond · 4 min. Ask “What makes it designed by people?” Record a source feature and any actual local observation. If a child says it is easier, ask whether a real reader tried it; mark prediction if not.
  6. Close · 2 min. Child gives a short puppet explanation; no personal reading history is requested.

Week 3 · Day 12 · People choose how help is offered

Target/codes: explore a human-designed fictional help-service sequence and its purpose; AC9TDEFK01 (partial). Prepare: help-service choice cards, broad blank cards.

  1. Welcome · 3 min. Read the fictional ASK FIRST sequence. It is not a real school help procedure and requires no child disclosure.
  2. Notice · 4 min. Ask what happens after a pretend YES and after NO THANKS; both are allowed in the puppet story.
  3. Model · 5 min. Move three broad cards in order, showing that a person designed steps for a user, not merely one object. Avoid naming actual school helpers until local policy is checked.
  4. Child route · 7 min. Day 12 A/B/C trace both possible endings, explain the service purpose and communicate one clearer paper cue without claiming a real response.
  5. Check/respond · 4 min. Deliberately place HELP after NO THANKS; ask the child to correct it from the printed source. Record source-based reasoning, not HPE permission achievement.
  6. Close · 2 min. Explain a real person's preferences require asking; no role-play partner must reveal an actual need.

Week 3 · Day 13 · Table space for turning a broad page

Target/codes: recognise an invented environment choice and generate a changed layout for the page purpose; AC9TDEFK01 and AC9TDEFP01 (partial ideas). Prepare: table page-space source, design mat.

  1. Welcome · 3 min. Name the paper drawing: PAGE SPACE, CLEAR EDGE, PENCIL SPACE. No real classroom clearance is claimed.
  2. Notice · 4 min. Ask which drawn area a person left clear and why a page-turning user might want it.
  3. Model · 5 min. Draw a second broad pencil-space placement; say it might offer room, but only a real approved layout trial can show what happened.
  4. Child route · 7 min. Day 13 A/B/C show two placements, choose one and communicate a reason tied to turning one broad page.
  5. Check/respond · 4 min. Record both proposals and source-linked reason. If a child claims everyone can use the drawn layout, ask what local user/source check is still needed.
  6. Close · 2 min. Keep the selected drawing as a design idea, not an accessibility certification.

Week 3 · Day 14 · Top or side: two untested tabs

Target/codes: generate/compare broad-paper tab ideas, choose and communicate a safe trial question; AC9TDEFP01 (partial plan). Prepare: top/side page-help sheet, broad blank paper.

  1. Welcome · 3 min. Restate the purpose: find the edge and turn one paper page. The puppet has no actual preference recorded.
  2. Notice · 4 min. Compare TOP TAB IDEA and SIDE TAB IDEA as shape/placement, not winner/loser.
  3. Model · 5 min. Draw a third broad corner-grip idea and label its performance a prediction. Name the materials and clear-table gate.
  4. Child route · 7 min. Day 14 A/B/C communicate two genuinely different safe tab locations/shapes, select one for the purpose and say what a real page-turn trial should observe.
  5. Check/respond · 4 min. Record the child's two ideas and reason; if both are only colour changes, ask for a placement/shape change. Leave RESULT as NOT TRIED unless an approved actual trial occurred.
  6. Close · 2 min. Save the choice for Week 4; no family book or purchased stationery is needed.

Week 3 · Day 15 · Fresh Check A: one message at a time

Target/codes: on a new fictional help-board source, name a human-designed purpose and communicate two paper design ideas with a reason; AC9TDEFK01 and AC9TDEFP01 (partial). Prepare: unseen Check A, new request-board sheet; hide the public key until first response.

  1. Welcome · 3 min. Say the puppet and messages are pretend; nobody has to ask for real help or share anything personal.
  2. Source · 4 min. Read the fresh brief once without sketching a solution or claiming a reader understood it.
  3. Model process · 5 min. On unrelated blank paper, ask “What is its purpose? Give two shapes, choose and say why.” Do not use the new message labels or model a reveal mechanism.
  4. Child route · 7 min. Check A A/B/C identify a human choice, make two safe broad-paper display ideas, choose one and explain how it would show one message at a time. Keep the first child-controlled response.
  5. Check/respond · 4 min. Ask what source wording backs the chosen purpose and what real user observation would be needed. Record exact child reason and adult cue; consult public key after collection.
  6. Close · 2 min. Offer only a different after-check home/puppet story; this paper idea is not a real help-service result.

Week 4 · Day 16 · Plan a safe page-turn trial

Target/codes: order adult-approved broad-paper materials/steps and choose a test question; AC9TDEFP01 (partial preparation). Prepare: safe page-turn guide, design mat, approved A4/reused sheet.

  1. Welcome · 3 min. Check the clear tabletop and school paper/access gate. Offer the complete plan-only route if handling is unsuitable.
  2. Notice · 4 min. Read FOLD BROAD TAB, PLACE PAGE, LIFT EDGE, TURN ONE PAGE. Ask what would be an actual result rather than a wish.
  3. Model · 5 min. Demonstrate the safe sequence on unrelated broad paper only if approved; keep the child's eventual result unknown.
  4. Child route · 7 min. Day 16 A/B/C choose a top/side/own broad-tab idea, identify materials and steps, and state what an approved turn would check. Adult may move under precise child direction.
  5. Check/respond · 4 min. Record idea, purpose, safe equipment/steps and plan. Do not copy a teacher demonstration into the child's material evidence; mark NOT TRIED until a child-controlled trial.
  6. Close · 2 min. Invite a predicted result explicitly labelled “I think.”

Week 4 · Day 17 · Fold, turn, observe one page

Target/codes: safely make/try a broad paper tab for turning one page and evaluate what actually happened; AC9TDEFP01 (conditional actual action). Prepare: approved broad page, safe steps, evidence mat.

  1. Welcome · 3 min. State the task and opt-in handling: find/lift the edge and turn one broad page. Keep paper well away from table edge.
  2. Notice · 4 min. Child points to chosen tab placement and safe step order. Stop any uncomfortable/unsafe action.
  3. Model · 5 min. Show one safe fold on an adult sample; do not announce a guaranteed result for the child's version.
  4. Child route · 7 min. Day 17 A/B/C physically fold/assist/direct an approved broad tab and attempt one page turn, or remain plan-only. Record TURNED, SLIPPED or NOT TRIED from what occurred, plus who handled paper.
  5. Check/respond · 4 min. Ask whether the page turn matched the purpose in this trial; if it slipped, treat that as design evidence. An adult-only build is not independent child handling.
  6. Close · 2 min. Child suggests one possible change to try; no real reader preference is invented.

Week 4 · Day 18 · Revise the page tab from evidence

Target/codes: compare an actual or NOT TRIED result with purpose, communicate a change and retest if approved; AC9TDEFP01 (conditional). Prepare: the child's Day 17 recorded outcome, broad paper, evidence mat.

  1. Welcome · 3 min. Read Day 17's actual wording back, including NOT TRIED. Do not fill missing results from another child.
  2. Notice · 4 min. Ask whether a tab slipped, turned a page, or was not tried, and what is still unknown about another user's access.
  3. Model · 5 min. Show a possible wider/shorter tab on a sketch; say it is a new hypothesis, not an observed improvement.
  4. Child route · 7 min. Day 18 A/B/C select one changed placement/size, communicate why, and safely retest on real paper only if approved. Keep before/after actions and results separate.
  5. Check/respond · 4 min. Record whether the child's thinking changed based on their evidence; accept unchanged or uncertain. If no retest, mark the second result NOT TRIED.
  6. Close · 2 min. Keep both versions in the design record, including any surprising slip.

Week 4 · Day 19 · Make directions another reader can follow

Target/codes: communicate a human-designed page-help solution and evaluate its stated purpose for a different pretend reader; AC9TDEFK01 and AC9TDEFP01 (partial/conditional). Prepare: school real-source slot, safe step sheet, broad paper.

  1. Welcome · 3 min. Introduce a new fictional reader who wants to turn a large map page; do not assume what a real person wants or can do.
  2. Notice · 4 min. Ask which existing feature is meant to help a person find the page edge. If a school-approved familiar product is available, compare an actual feature separately.
  3. Model · 5 min. Give a precise child-friendly instruction: “Find the broad tab, lift gently, turn one page.” Say a reader's understanding is unknown until asked/observed.
  4. Child route · 7 min. Day 19 A/B/C create/choose three ordered directions for their design and, if permitted, demonstrate on real broad paper. Ask a consenting pretend-reader puppet/teacher to follow only if an actual interaction occurs.
  5. Check/respond · 4 min. Record child directions, any real observed action and adult prompts. A fictional puppet's scripted “success” is not real feedback; ask what remains to test.
  6. Close · 2 min. Child names one purpose and one evidence limit without claiming universal usability.

Week 4 · Day 20 · Fresh Check B: a paper stop gate

Target/codes: transfer safe design steps to a new broad-paper stop-gate challenge, make/test if approved and evaluate actual result; AC9TDEFP01 (partial/conditional). Prepare: unseen Check B, new stop-gate sheet, adult-prepared large flat marker and broad sheet.

  1. Welcome · 3 min. Confirm clear tabletop, adult catch near its edge, slow short slide only and an opt-in plan-only route.
  2. Source · 4 min. Read the new START/END paper route and purpose without drawing a gate or predicting a passing result.
  3. Model process · 5 min. On unrelated blank paper say “two ideas, choose, safe steps, observe or NOT TRIED.” Do not make the held gate.
  4. Child route · 7 min. Check B A/B/C give two broad-paper stop ideas, choose and explain one, then safely fold/assist/direct and perform one slow tabletop slide if approved. Record STOPPED / CROSSED / NOT TRIED from actual observation only.
  5. Check/respond · 4 min. Ask which source line states the purpose, who handled materials, what happened and one next change. Keep first child-controlled response before public key feedback.
  6. Close · 2 min. A paper plan or author simulation cannot count as making/test success; schedule a later approved opportunity if needed.

The desk run-through checks authorship and internal consistency, not child learning or physical prototype performance. The educator must inspect the actual classroom materials and context.

Source: https://neuroforge.io/subjectnest/library/resources/foundation/design-and-technologies/term-1/weeks-03-04/LESSONS · Original material © NeuroForgeIO Pty Ltd 2026 · CC BY 4.0: https://creativecommons.org/licenses/by/4.0/ · Credit the source and note changes. External sources keep their own terms.