Ten teacher scripts… | Foundation Design Tech · T1 W9–10 · Lessons

Prepare the large safe kit and exact fictional source before class. Offer any A/B/C route and let a child switch during a task; these are access choices, not fixed learning styles. Each script is 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Keep child's design decision, actual material handling, card movement and a real viewer's response in different fields. The school chooses whether any physical trial occurs. The public checks are first-response formative work, not secure exams.

Week 9 · Day 41 · Who made the two-source display?

Target/codes: Explain a designed feature, pretend viewer and purpose; AC9TDEFK01. Real familiarity is locally conditional.

Welcome · 3 min. Tell children a pretend curator wants to show where an idea came from. A display can make the source easier to see, but we need to ask who designed it and why.
Read source · 4 min. Show two-source brief. Read PRETEND CARDS with PAPER, CARDBOARD and FABRIC, then point to the empty TRAY TODAY zone and blank date. Do not supply a real tray observation.
Model · 5 min. Say, “A person put a line and two big labels here so a viewer can tell a made-up card from something someone really saw.” Explain that this is a design intention, not evidence a viewer understood it.
Child response · 7 min. Invite children to name one feature and its intended help, then suggest a feature they might change. They may draw, tell, point or direct an adult with two broad imaginary zones. If a real familiar classroom product is approved, use the blank local source slot; record what was actually seen.
Check/respond · 4 min. Record feature + purpose in the child's words. If the child repeats only the material words, ask “What did a person add to help the viewer?” If they claim the real tray held those materials, point to its empty zone.
Exit · 2 min. “A designer made ___ to help ___.”

Week 9 · Day 42 · Two layouts for the same viewer

Target/codes: Compare two person-made flat layouts against the same source-separation purpose; AC9TDEFK01, AC9TDEFP01 as proposal.

Welcome · 3 min. Revisit the two source names and the need to keep an invented card away from a real observation record.
Read source · 4 min. Show two layout ideas: SIDE BY SIDE and TOP AND BOTTOM. Both are untested proposals with big zone labels and a boundary.
Model · 5 min. For a wide imaginary desk, I might first try side by side; for a narrow desk I might try stacked zones. Keep both source labels visible. Say explicitly that no real viewer has chosen or used either.
Child response · 7 min. For a stated wide or narrow pretend space, children choose a layout and show where a PRETEND CARDS card belongs. Change the space condition and ask if their choice changes. A child can direct adult broad-card placement with no touch.
Check/respond · 4 min. Record the space, layout and purpose-linked reason. If “this is always best,” ask “For which desk and viewer?” If a card goes in the wrong zone, reread the source labels.
Exit · 2 min. Point to or name the feature that separates the sources.

Week 9 · Day 43 · Make two of your own ideas

Target/codes: Generate, communicate and select two genuinely distinct flat mat ideas; AC9TDEFP01.

Welcome · 3 min. A designer can compare ideas before touching paper. Today both ideas must still show the two sources.
Read source · 4 min. Revisit two-source brief. Keep TRAY TODAY empty unless a teacher later supplies a real dated observation.
Model · 5 min. On a spare page, sketch one broad dividing line and then two enclosed zones. Explain how the boundary choice changes where a card could stray. Both are proposals, not proven fixes.
Child response · 7 min. Children draw, describe or direct two designs that differ in placement, border, spacing or source-labelling. They choose one for a pretend viewer and give a reason. Accept one spoken idea plus one adult-scribed idea.
Check/respond · 4 min. Record both ideas and reason. If only the colour changes, ask what would tell a viewer which source a card belongs to without colour. If a child fills the real zone from imagination, restore the blank.
Exit · 2 min. “I would try ___ first because ___.”

Week 9 · Day 44 · Safe large-paper plan

Target/codes: Sequence a safe mat-making and card-placement plan, naming adult preparation and child choice; AC9TDEFP01, planning only.

Welcome · 3 min. Adults check the table and large paper. A child can choose no touch; a spoken plan counts as thinking.
Read source · 4 min. Read safe mat steps: check large page; label two sources; place large cards; look and report. The status STAYED / MOVED / NOT TRIED is unselected.
Model · 5 min. Show an unmarked, unfolded large page. Verbally plan where the boundary might go. Do not announce a placement result or pretend the page was tried.
Child response · 7 min. Children put four large step words in order, say who would prepare/label/place, and choose self-handling, adult-directed or spoken-plan route. Ask what would stop a try: unsuitable paper, cluttered table, unwilling handling or no approval.
Check/respond · 4 min. Record ordered steps and likely handler. If the child says cards stayed already, restate it as a prediction; if tiny loose pieces are proposed, return to large full-page cards.
Exit · 2 min. Save the plan with NOT TRIED.

Week 9 · Day 45 · Fresh check A

Target/codes: Transfer source-separation design to a fresh two-source flat display; AC9TDEFK01 and AC9TDEFP01 as design evidence.

Welcome · 3 min. Tell children this is a fresh public check; collect first responses before giving feedback.
Read source · 4 min. Give Check A and its A4 source. Read only the supplied labels and prompt; do not model its layout.
Model access · 5 min. On unrelated blank boxes, show how to point, dictate, sign, use AAC or ask for verbatim scribing. Do not supply a check answer.
Independent response · 7 min. The child communicates two layouts, chooses one and says how a viewer would see the source difference. Keep the source's empty slot empty.
Check/respond · 4 min. Collect the first response. Later use the public teacher key. If only one idea appears, keep it and seek a second as a separate teaching response; never rewrite the first record.
Exit · 2 min. Ask what a real viewer would need to show before calling the design clear.

Week 10 · Day 46 · Choose a criterion before a try

Target/codes: Choose a safe large sheet and a source-separation criterion before any trial; AC9TDEFP01.

Welcome · 3 min. A neat drawing can still let loose cards cross a boundary or confuse a reader. We need a question before a test.
Read source · 4 min. Show design evidence record. Adult presents only school-approved large sheets or verbally describes them accurately.
Model · 5 min. For a chosen design, propose: “After I put the large PRETEND CARDS card in its zone, does it stay there during a gentle normal viewing moment?” Separately ask whether a reader can point to the empty real-source zone. Neither has been tested.
Child response · 7 min. Children choose one approved sheet, plan label/boundary placement and state what they would observe. If they were told about a sheet rather than touching it, record “adult described”; do not credit inspection they did not do.
Check/respond · 4 min. Record material choice, criterion and unknown. If the child says the viewer will understand, ask what real response would show that.
Exit · 2 min. Name one thing to look for if a trial is approved.

Week 10 · Day 47 · Optional real placement and reading trial

Target/codes: If locally approved, safely label/place broad cards on a large mat and report actual card and viewer results; AC9TDEFP01 conditional material evidence.

Welcome · 3 min. Check school approval, stable table, broad paper/cards and child choice. If any gate fails, take the fully valid spoken-plan route.
Read source · 4 min. Return to safe steps. Keep TRAY TODAY blank; the trial can use one fictional card and an empty real-source zone.
Model recording · 5 min. Point to separate handler, actual card result and viewer fields on the design record. Leave them blank; say NOT TRIED if no placement happens.
Child trial or plan · 7 min. With approval, child marks two large zones on a blank broad page, positions their big source labels and places a broad pretend-source card; or precisely directs an adult who does those physical steps. Record who assembled/labeled and who placed. Observe whether the card STAYED or MOVED in the specified moment. If a willing viewer actually inspects it, ask them to point to the invented and empty real-source zones; record exactly what they did. No trial: describe the plan and mark NOT TRIED, viewer unknown.
Check/respond · 4 min. Ask who physically placed the card, what happened, and what a reader actually did, if anyone. Record each separately. Correct a predicted result to a question. Do not credit adult handling as child material use.
Exit · 2 min. Save actual record or explicit untried plan and one new question.

Week 10 · Day 48 · Revise a boundary for a reason

Target/codes: Evaluate a design against actual evidence or a named unknown and propose a specific change; AC9TDEFP01.

Welcome · 3 min. A card moving is useful information about one setup, not a wrong child answer.
Read source · 4 min. Reopen the child's own Day 47 record. If there was no trial, use the blank revision mat and keep result NOT TRIED.
Model · 5 min. Say explicitly as a hypothetical: “If a card crossed the line, I might draw a wider box or place it farther from the boundary; then I would check again.” A thicker printed line is not proven to stop a physical card.
Child response · 7 min. Children propose one change to zone width, label position, border or card placement. Connect the change to an observed problem or untested question. With fresh local approval, a second real try gets a new record; otherwise remain a proposal.
Check/respond · 4 min. Record evidence/unknown → proposed change → next check. If only decoration changes, ask how it serves the stated viewer/source purpose.
Exit · 2 min. “I saw/was told , so I would ,” or “I still need to find out ___.”

Target/codes: Explain a person-made display for a chosen audience and distinguish its invented source from any actual familiar source; AC9TDEFK01 and AC9TDEFP01.

Welcome · 3 min. A pretend classroom visitor asks which things are invented practice and which were truly observed. We can explain the design even if no real tray was supplied.
Read source · 4 min. Show revision mat and, only if school approved a real product, local familiar-source slot. The latter may remain blank.
Model · 5 min. Demonstrate pointing to PRETEND CARDS and saying “These were made up.” Point to the blank TRAY TODAY and say “We have not added a real dated observation.” A design purpose is not a real viewer result.
Child response · 7 min. Children explain their own boundary/label choice to a teacher, puppet, partner by consent or privately. They may compare an approved actual familiar display feature if one was seen, or say there was none. Ask what they would change for a viewer who needs bigger labels.
Check/respond · 4 min. Record the child's source attribution, designed feature and viewer question. If they fill an unknown with an imagined fact, bring the source back. If they describe adult action as theirs, separate designer/director and physical handler.
Exit · 2 min. Say or point: “This zone is ; this zone is .”

Week 10 · Day 50 · Fresh check B

Target/codes: Design, justify and conditionally evaluate a new three-part flat display with honest result status; AC9TDEFP01.

Welcome · 3 min. Collect a first response to a new public task before teaching from the answer.
Read source · 4 min. Give Check B and its A4 source. Keep any empty event slot empty before a real event.
Model access · 5 min. Show on unrelated blank paper how children may point, draw, tell, sign, use AAC or direct a scribe. Do not supply the check's three-zone design.
Independent response · 7 min. Child gives two distinguishable layouts, chooses one with a reason, sequences safe preparation/placement and reports only actual trial status. A plan-only response is valid with NOT TRIED.
Check/respond · 4 min. Record and save the first work, then use the teacher key for next teaching. A real trial, if approved, has a separate handler/card/viewer record. No later prompt is smuggled into the first score.
Exit · 2 min. Name one change or next question tied to evidence or an unknown.