# Ten teacher-ready 25-minute scripts · Days 11–20

Each day totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Continue the safe evidence habit from [Weeks 1–2](../weeks-01-02/README.md): 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](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md). 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](print/page-help-ideas.pdf), 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](print/help-service-choice.pdf), 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](print/page-space-layout.pdf), [design mat](print/design-evidence-mat.pdf).

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](print/page-help-ideas.pdf), 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](STUDENT-CHECKS.md), [new request-board sheet](print/check-a-request-board.pdf); 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](teacher/KEY-AND-NEXT.md) 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](print/safe-page-turn.pdf), [design mat](print/design-evidence-mat.pdf), 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](print/safe-page-turn.pdf), [evidence mat](print/design-evidence-mat.pdf).

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](print/design-evidence-mat.pdf).

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](print/school-source-slot.pdf), [safe step sheet](print/safe-page-turn.pdf), 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](STUDENT-CHECKS.md), [new stop-gate sheet](print/check-b-stop-gate.pdf), 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](teacher/KEY-AND-NEXT.md) 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](RUN-THROUGH.md) checks authorship and internal consistency, not child learning or physical prototype performance. The educator must inspect the actual classroom materials and context.