Teacher guide · ten 25-minute Design and Technologies…Foundation Design Tech · T1 W5–6 · Lesson sequence

Read materials and safety first. Display the named A4 aids, or read their full text. Give children any of the three routes on learner cards; change route within a lesson. Do not use a route label as a child type. These are small, partial curriculum samples. A drawn idea is evidence of reasoning, while physical handling/testing requires an actual supervised, school-approved action and a record of who did it. Each script totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. The two public checks are for first-response feedback, not secure assessment.

Week 5 · Day 21 · Who made a viewing helper?

Target/codes: Identify a person's purpose and designed feature in an invented viewer; AC9TDEFK01. A real familiar product is conditional on an approved school source.

1. Welcome and purpose · 3 min. Show a broad paper frame without an opening, or its drawing. Say, “A person might make something that helps us focus. Who would it help?” Accept pointing, speech, AAC or a puppet answer.
2. Notice source · 4 min. Read three-mark source: WAVE, RING, STRIPE, left to right. These are invented marks. Ask what a pretend reader might want to see, avoiding a claim that the sheet is a plant or an actual observed product.
3. Model one inference · 5 min. A paper border drawn around RING is a human design idea for the pretend reader, not proof it hides WAVE or STRIPE. Contrast a natural-looking mark with the person-chosen border and name designer, purpose and feature.
4. Child design talk · 7 min. Pairs choose one mark as a fictional reader's target and draw, place a large blank paper edge, or direct an adult to suggest a viewing feature. Invite two explanations: “This edge is here because…” and “A different reader might…” Keep all outcomes proposals.
5. Check/respond · 4 min. Record the child's chosen reader, target and person-made feature. If they merely name a mark, ask “What would a person add to help?” If they claim a real user benefited, ask what was actually seen.
6. Exit · 2 min. Child completes “A person designed ___ to help ___.” Save a private evidence note, not a public child image.

Week 5 · Day 22 · Compare two untested openings

Target/codes: Explain how two human-designed window ideas might serve a target; AC9TDEFK01. Evaluating from a drawing begins AC9TDEFP01, without test evidence.

1. Welcome and purpose · 3 min. Recall Day 21’s chosen target and say that a plan can be compared before making.
2. Notice source · 4 min. Show two window ideas. Both are broad rectangles for adult preparation: WIDE WINDOW IDEA and NARROW WINDOW IDEA. Neither is a recorded trial.
3. Model one inference · 5 min. For the invented RING target, explain that a narrower opening might be easier to position on one mark, but the exact view depends on size, paper and placement. Do not prelabel a winner.
4. Child design talk · 7 min. Ask children to describe one likely help and one possible difficulty for each window, then choose which to try first for a target. They may change targets and compare again.
5. Check/respond · 4 min. Record two distinct ideas and a purpose-linked reason. If a child reports “it worked,” locate the actual trial; otherwise recast as “I predict.” If both ideas are described as the same, compare opening width explicitly.
6. Exit · 2 min. Say or point to “I would try ___ first because ___.”

Week 5 · Day 23 · More than one placement

Target/codes: Generate and communicate two placements for one chosen mark on a source card; AC9TDEFP01.

1. Welcome and purpose · 3 min. Revisit the fictional reader: today the opening can move even when its shape stays the same.
2. Notice source · 4 min. Use three-mark source and an uncut broad paper outline. Name left, middle and right relative to the printed page, never to a child's body.
3. Model one inference · 5 min. Draw two proposed positions for a RING viewer, one centred and one shifted. Explain that the sheet alone cannot show which marks would actually remain visible through real material.
4. Child design talk · 7 min. Each child chooses a target and communicates two different positions using large drawn boxes, a safe paper card moved by an adult, or oral/AAC instructions. They select the first position to test later and give a reason.
5. Check/respond · 4 min. Record both ideas separately. If the two positions coincide, ask “Where else could the paper edge go?” If language is uncertain, let the child point and have an adult read back the placement without adding the choice.
6. Exit · 2 min. Child identifies target, two positions and first choice.

Week 5 · Day 24 · Plan a safe try

Target/codes: Order steps and name who may prepare, handle and observe an approved large-paper window; AC9TDEFP01, planned actions only.

1. Welcome and purpose · 3 min. Show a ready large adult-prepared paper sample or drawing. State the school gate: no child cuts an opening or handles unsafe material.
2. Notice source · 4 min. Read safe window steps in order: choose, fold border, place over source, look and report.
3. Model one inference · 5 min. Teacher models a plan without claiming a result. An adult prepares any opening; a child could choose and, if approved, fold or position. An adult can follow a child's precise direction. Record who actually acted.
4. Child design talk · 7 min. Children place four large step cards in order, describe one safe stop signal, choose touch or no-touch participation, and predict what they would look for. A plan-only route ends here.
5. Check/respond · 4 min. If cutting appears in a child's steps, move it to adult preparation and reread the rule. If they say “target only” before a trial, label it a hope and ask where the observation will go.
6. Exit · 2 min. Save one ordered plan and “NOT TRIED” until an approved real action occurs.

Week 5 · Day 25 · Fresh check A: a different display

Target/codes: Interpret a new fictional comparison purpose, generate two layout ideas and justify a choice; AC9TDEFK01 and AC9TDEFP01, no material-trial claim.

1. Welcome and purpose · 3 min. Explain that this is a fresh public formative check. Collect first responses before explaining a solution.
2. Notice source · 4 min. Hand out Check A and the matching A4 page. Read the prompt exactly; do not supply an idea.
3. Model access only · 5 min. Demonstrate how a child may point, speak, draw or direct a scribe on an unrelated blank rectangle; do not model the check's mark arrangement or choice.
4. Independent first response · 7 min. Children communicate two broad-paper layouts and choose one for the stated comparison. Adults may read and transcribe verbatim, logging any content cue.
5. Check/respond · 4 min. Collect first work, then use the separate public key for feedback. If only one idea appears, invite another placement. If a child reports an actual result, ask whether any paper was physically tried; no trial is required.
6. Exit · 2 min. Child names one change they would consider on a later attempt.

Week 6 · Day 26 · Choose a paper property to inspect

Target/codes: Choose broad material and a view criterion for a purpose, separating prediction from observed property; AC9TDEFP01.

1. Welcome and purpose · 3 min. Say “Our source has marks; our material could cover some. We must look before saying what it did.”
2. Notice source · 4 min. Show material-feature mat. Teacher inspects two school-approved large sheet samples for edge safety, size and light passage; no assumed opacity.
3. Model one inference · 5 min. For WAVE as target, choose one possible border and state a criterion: after placement, note which marks are actually visible. A translucent sample might not cover marks; a blank white drawing cannot establish opacity.
4. Child design talk · 7 min. Children compare two safe broad samples by what they can actually see, or use source descriptions when tactile/visual access differs; choose one to try and specify what “helped focus” would mean. Keep sample inspection distinct from a completed window test.
5. Check/respond · 4 min. Capture the chosen material, directly inspected feature (or supplied description), and proposed criterion. If a child generalises “all paper blocks marks,” ask which sample was checked.
6. Exit · 2 min. State one unknown to take into Day 27.

Week 6 · Day 27 · Supervised window trial or honest plan

Target/codes: If school-approved, use material and ordered steps safely to make/position a broad viewer and report its actual view; AC9TDEFP01 conditional physical evidence.

1. Welcome and purpose · 3 min. Check adult preparation and stable space. Offer no-touch and plan-only routes without pressure.
2. Notice source · 4 min. Revisit safe window steps and the target chosen earlier. Adult demonstrates the safe stop, not a promised result.
3. Model recording · 5 min. On view comparison card, show blank BEFORE and WITH WINDOW fields. Explain options TARGET ONLY, EXTRA MARKS, NOT TRIED, without selecting one.
4. Child trial or plan · 7 min. If approved, child folds a broad border or directs an adult, positions an adult-prepared large opening, looks or receives a precise description, and reports visible marks. Adult records who handled the material and what truly happened. If no safe trial, child draws the procedure and marks NOT TRIED.
5. Check/respond · 4 min. Ask “Which mark did you mean to show? What was visible? What did you actually do?” Correct any prefilled result to an observation or NOT TRIED. A child-directed adult trial shows design direction, not child material handling.
6. Exit · 2 min. Save an observation and one possible adjustment, or a clearly labelled untested plan.

Week 6 · Day 28 · Revise from evidence or an unknown

Target/codes: Evaluate a viewer against its purpose and communicate a revision grounded in observed evidence or an explicit untested question; AC9TDEFP01.

1. Welcome and purpose · 3 min. State that a revision can follow a surprising result; an untried plan needs a future test, not an invented result.
2. Notice source · 4 min. Reopen each child’s private Day 27 record. If absent, use the view comparison blank as a plan and mark NOT TRIED.
3. Model one inference · 5 min. Give a clearly hypothetical case: “Suppose two marks were visible. I might move the opening; I would then test again.” Do not overwrite an actual child's evidence.
4. Child design talk · 7 min. Children select one next change: shift placement, choose a different opening or choose a different safe sheet. They explain what they would check after the change. Optional approved re-test is logged as a second event with its own result.
5. Check/respond · 4 min. Compare the named problem with the chosen change. If the child changes only decoration, ask how that serves the viewing purpose. If no trial occurred, invite a question rather than a result claim.
6. Exit · 2 min. Complete “I saw/was told , so I would ” or “I have not tried it, so I need to check ___.”

Week 6 · Day 29 · Explain a design to a new reader

Target/codes: Communicate the person-made feature, purpose, choice and evidence limit for a different reader; AC9TDEFK01 and AC9TDEFP01. Real familiar source remains conditional.

1. Welcome and purpose · 3 min. Offer a pretend library helper, gardener looking at a printed symbol, or art-gallery visitor as a new audience. No real user trial is implied.
2. Notice source · 4 min. Show the school source slot. It stays blank unless a teacher has a source/date/licence and child-seen feature from a school-approved familiar product, service or environment.
3. Model one inference · 5 min. Teacher gives a model with an invented source: “I drew a wide edge for a pretend reader; I do not yet know if it hides another mark.” Mark design rationale separately from result.
4. Child design talk · 7 min. Child makes a short instruction/explanation for a chosen audience: target, two earlier ideas, chosen feature, safe steps, and either actual record or NOT TRIED. Route may be spoken, captioned drawing, or adult-directed model. If an approved local source exists, compare one observed human-designed feature without copying private data to this pack.
5. Check/respond · 4 min. Listen for a purpose-linked feature and source attribution. If the child says “everyone liked it,” ask for a real user record; otherwise recast as a hoped-for benefit.
6. Exit · 2 min. Store only a school-private child record; this public pack remains fictional.

Week 6 · Day 30 · Fresh check B: a pointer transfer

Target/codes: Generate a safe blunt paper pointer idea for a new target, communicate steps and evaluate only any actual trial; AC9TDEFP01 conditional physical evidence.

1. Welcome and purpose · 3 min. Explain a second fresh public formative check. Collect first responses before key-based feedback.
2. Notice source · 4 min. Hand out Check B and its A4 source. Adult reads the exact invented order and purpose; do not pre-position a pointer.
3. Model access only · 5 min. Show how to request a scribe or direct an adult with a separate blank rectangle. Repeat school safety: no child cutting, only broad paper.
4. Independent first response · 7 min. Child proposes two broad-pointer placements/shapes, chooses one, gives ordered safe steps and a criterion. Optional school-approved adult-prepared paper trial follows only if safe; record who acted and what was actually seen. Otherwise mark NOT TRIED.
5. Check/respond · 4 min. Collect before using public teacher guidance. If a label is covered in an actual trial, praise the usable design evidence and invite a revision; do not call it a factual error.
6. Exit · 2 min. Child identifies one next change or one untested question. No secure-exam or child-outcome claim follows.