Teacher scripts · ten 25-minute Design and Technologies…Foundation Design Tech · T1 W7–8 · Lesson sequence

Prepare safe large paper and fictional sources before the clock. Offer any of the three child routes, including no-touch and AAC routes, and change route as needed. Every script totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Record proposals separately from actual material action and reader response. The public checks are first-response formative work, not secure assessment. Do not substitute the fictional cue for an official school sign.

Week 7 · Day 31 · A person makes a cue for a purpose

Target/codes: Identify a person-made feature and intended user in a fictional instruction cue; AC9TDEFK01. A real familiar product remains school-conditional.

1. Welcome/purpose · 3 min. Ask what a pretend maker needs when two actions must happen in order. Avoid asking for private real-life safety stories.
2. Notice source · 4 min. Read two-step source: LOOK at an invented picture, then SKETCH a mark. Point to both printed action labels and the left-to-right arrow.
3. Model thinking · 5 min. Teacher says, “Someone chose big words and an arrow to help a pretend maker see order.” Identify designer decision, reader and purpose; no pretend maker has used it.
4. Child design talk · 7 min. Children select one helpful human-designed feature, then suggest another, such as wider spacing or a clear first label. They draw, speak, use AAC or direct an adult with broad cards. A teacher may later show a school-approved real familiar sign in place, using the blank source slot.
5. Check/respond · 4 min. Record feature + intended help, or a child-seen real feature if genuinely observed. If the child only repeats LOOK, ask what a person added. If they say “everyone follows it,” ask what real reader evidence exists.
6. Exit · 2 min. Complete “A person chose ___ to help ___.”

Week 7 · Day 32 · Two layouts, one order

Target/codes: Compare two human-designed layouts against a two-step purpose; AC9TDEFK01 and AC9TDEFP01, proposal only.

1. Welcome/purpose · 3 min. Revisit the two fictional action labels and the need to keep order visible.
2. Notice source · 4 min. Show layout ideas: STACKED IDEA and SIDE-BY-SIDE IDEA. Both are untested drawings.
3. Model thinking · 5 min. Compare where the first action would go in each design. Say a left-to-right card may suit some reading contexts; a top-to-bottom card may suit a narrow table space. Neither has been read by a real user.
4. Child design talk · 7 min. Children choose a layout for a fictional wide table or narrow shelf and explain how a pretend maker can tell which comes first. Invite a second choice under a changed space condition.
5. Check/respond · 4 min. Record two distinct layouts and one purpose-linked reason. If “best” is asserted without context, ask “Best for which user and where?” If order reverses, read the source again.
6. Exit · 2 min. Child names one feature that shows FIRST.

Week 7 · Day 33 · Generate two cue ideas

Target/codes: Generate, communicate and choose two distinct broad-paper cue ideas for the same sequence; AC9TDEFP01.

1. Welcome/purpose · 3 min. Say that two ideas give a designer a choice before making.
2. Notice source · 4 min. Re-read two-step source. Keep the order LOOK then SKETCH; the graphics and layout may change.
3. Model thinking · 5 min. Sketch two proposed cue fronts: one with large stacked fields and one with two side-by-side fields plus arrow. Label both as ideas; no physical test or user result.
4. Child design talk · 7 min. Children communicate two truly different fronts using large drawings, cards placed by an adult, speech or AAC. Choose one for a tabletop stand and explain how a reader could find the first action.
5. Check/respond · 4 min. Record both ideas and the chosen reason. If ideas differ only by colour, ask what changes in placement or order cue. If a child switches action order, return to the invented source.
6. Exit · 2 min. Finish “I would try ___ first because ___.”

Week 7 · Day 34 · Plan a safe broad fold

Target/codes: Order safe steps and separate adult material preparation from a child's potential fold/stand action; AC9TDEFP01, planning evidence only.

1. Welcome/purpose · 3 min. State the local gate: only teacher-approved full-size paper on a stable table, no cutting or forced handling.
2. Notice source · 4 min. Read safe stand steps: choose large sheet, fold broad base, stand on table, look/report.
3. Model thinking · 5 min. Teacher shows an unfolded sheet and talks through a possible broad-base fold. It has not been stood. An adult checks edges/material and may do the fold if child chooses no touch.
4. Child design talk · 7 min. Children order four broad step cards, choose self-fold/adult-directed/plan-only route, and name a stop condition, such as unstable table or uncomfortable handling. They identify what to observe: uprightness and whether labels can actually be read.
5. Check/respond · 4 min. Record ordered steps and who would handle material. If a child reports UPRIGHT before a real trial, recast it as a hope. If a child suggests a small clip or tape, return to the no-small-parts kit.
6. Exit · 2 min. Save plan; result remains NOT TRIED.

Week 7 · Day 35 · Fresh check A: another two-step cue

Target/codes: Use a new purpose to generate and justify two paper layouts for clear instruction order; AC9TDEFK01 and AC9TDEFP01, no user-trial claim.

1. Welcome/purpose · 3 min. Explain that this is a fresh public formative check and collect first responses before feedback.
2. Notice source · 4 min. Hand out Check A with the A4 card. Read only the given prompt and order.
3. Model access only · 5 min. On an unrelated blank rectangle, show how a child can point, dictate or request a scribe; do not supply an idea for the check.
4. Independent response · 7 min. Each child gives two different broad-paper layouts and chooses one, with a source-based reason. Adult may transcribe verbatim and log content cues.
5. Check/respond · 4 min. Collect before using the separate public key. If the two instructions reverse, revisit the source. If only one layout appears, ask for a second after first work has been saved.
6. Exit · 2 min. Child names one feature a later reader might need checked in reality.

Week 8 · Day 36 · Choose a sheet and a criterion

Target/codes: Select safe broad material and define what would count as an upright, readable cue; AC9TDEFP01, distinguishing prediction from observation.

1. Welcome/purpose · 3 min. Say that a clear drawing may still sit flat or be hard to read when folded.
2. Notice source · 4 min. Reopen design evidence mat. Teacher checks two approved large sheets for edges, size and ability to accept a broad fold; no sheet property is assumed.
3. Model thinking · 5 min. For LOOK → SKETCH, choose a large sheet and criterion: it remains upright on the selected table and the order labels can be read from an agreed safe position. Say these need a real check.
4. Child design talk · 7 min. Children compare two school-approved samples through direct inspection or attributed adult description, choose one, and communicate a proposed broad base and readable label placement. No load-bearing use or object storage.
5. Check/respond · 4 min. Record sample, observed feature or provided description, choice and unknown. If a child says all paper stands, ask which sheet/table was actually tried.
6. Exit · 2 min. Name what Day 37 would need to observe.

Week 8 · Day 37 · Optional real tabletop trial

Target/codes: If school-approved, use large paper and steps safely to make/stand a cue and report the actual outcome; AC9TDEFP01 conditional material evidence.

1. Welcome/purpose · 3 min. Confirm stable table, approved full-size sheet, child choice and no-touch alternative. Stop if any gate fails.
2. Notice source · 4 min. Re-read safe stand steps; choose the child’s existing cue front. The options UPRIGHT / FLAT / NOT TRIED are blank.
3. Model recording · 5 min. Show design evidence mat. Explain separate fields for who folded/placed, stand position, and actual reading from a safe location; do not prefill.
4. Child trial or plan · 7 min. Under approval, child folds a broad base and stands it, or precisely directs an adult who does it. Record actual upright/flat/other result and whether the printed order was actually readable by a consenting reader. If no trial, child describes steps and records NOT TRIED; reader response unknown.
5. Check/respond · 4 min. Ask “Who folded it? What happened on this table? Which words could someone actually read?” Correct an invented success to a prediction. Child direction is design agency, not child paper handling.
6. Exit · 2 min. Save actual observation or explicit untried plan, plus one question.

Week 8 · Day 38 · Revise for a reason

Target/codes: Evaluate a stand against its purpose and propose a revision based on actual evidence or an explicit unknown; AC9TDEFP01.

1. Welcome/purpose · 3 min. Explain that falling flat or unreadable labels are information for design, not failure.
2. Notice source · 4 min. Reopen each child's private Day 37 observation; if none, use the blank evidence mat and NOT TRIED.
3. Model thinking · 5 min. Clearly hypothetical: “If the broad base folded inward and the stand lay flat, I might widen the base and try again.” Do not attribute this to a child or assert it will work.
4. Child design talk · 7 min. Child chooses one change to base width, sheet stiffness, label size or position and says what would need checking. If safe and approved, an optional second trial gets a new event record; otherwise remain a plan.
5. Check/respond · 4 min. Record evidence → change → next criterion. If the revision changes decoration only, ask how it helps order or uprightness. If there is no observation, ask for an honest test question.
6. Exit · 2 min. Complete “I observed/was told , so I would ,” or “I still need to test ___.”

Week 8 · Day 39 · Show a repeated cue to a new reader

Target/codes: Communicate a person-made sequence display for a different pretend user and explain what design evidence remains unknown; AC9TDEFK01 and AC9TDEFP01.

1. Welcome/purpose · 3 min. A pretend art helper wants a graphic cue whose two-mark order can be seen repeatedly. Do not claim a real artist or cultural pattern.
2. Notice source · 4 min. Read pattern practice cue: CIRCLE BAR CIRCLE BAR CIRCLE BAR. The strip has no unit breaks. This is invented graphic data.
3. Model thinking · 5 min. Propose a broad gap or box around one CIRCLE–BAR pair on a stand, then repeat that gap for the other pairs. This is a Design choice to make order visible, not evidence of maths mastery or real reader comprehension.
4. Child design talk · 7 min. Children generate two large-paper display ideas, choose one for a pretend reader and explain where the repeated pair begins/ends. Use drawing, words/AAC or adult-directed large cards; optional approved folding is logged separately.
5. Check/respond · 4 min. Record two ideas, chosen purpose and whether any actual person read it. If the child says a real person understood, ask who and what was observed; otherwise use “I hope.”
6. Exit · 2 min. Child says one improvement a real reader might suggest after seeing a prototype.

Week 8 · Day 40 · Fresh check B: a new repeat stand

Target/codes: Design two safe stand/spacing ideas for a fresh repeated cue, choose with a reason and report only any actual tabletop result; AC9TDEFP01 conditional material evidence.

1. Welcome/purpose · 3 min. Explain a second fresh public formative check. No outcome is printed or promised.
2. Notice source · 4 min. Hand out Check B and its A4 source. Read the exact labels in order, without showing a grouping/stand solution.
3. Model access only · 5 min. On unrelated blank paper, model a child's right to point, speak, draw or direct a scribe, and remind everyone adults check material.
4. Independent response · 7 min. Child proposes two distinguishable stand/spacing ideas, selects one and explains the two-part order. Optional approved real broad-paper fold/stand/readability test follows with who-handled and actual-result fields. Otherwise mark NOT TRIED.
5. Check/respond · 4 min. Collect first work before consulting public teacher guidance. If a real stand lies flat or words cannot be read, use that as revision evidence; do not mark the child wrong for reporting it.
6. Exit · 2 min. Record one next change or a question that would require a trial.