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Day 13 · Table space for turning a broad pageFoundation Design Tech · T1 W3–4 · Day 13 lesson

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

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Worked swaps · Fresh learner checks · Aids and text routes.

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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.

Learner choices

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.

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