Ten Design and Technologies teacher scripts · 25…Foundation Design Tech · T2 W11–12 · Lesson sequence

Adult prepares school-approved large materials and invented source before a lesson. The A/B/C learner routes are switchable access choices, not fixed learning styles. Every lesson has 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Record design reasoning separately from number understanding, physical handling, card fit and a real user's response. When no physical try occurs, the no-material plan route remains complete and the result stays NOT TRIED. Do not score a real permission exchange or social skill from a fictional shared-use cue.

Week 11 · Day 51 · Who needs a ten-card tool?

Target/codes: Identify a person-designed feature, pretend user and purpose; AC9TDEFK01. An authentic familiar product is locally conditional.

1. Welcome · 3 min. Tell the class a pretend picture curator has ten large paper picture cards and wants each to have a visible place. The teacher supplies “ten” as a design brief, not a child counting result.
2. Read source · 4 min. Show ten-card brief: ten abstract cards labelled CARD 1–CARD 10 in a loose practice group, not placed on a board.
3. Model · 5 min. Say, “A person might draw a place for each card so someone can see if one is left out.” This is a purpose and predicted benefit; no curator has tried a board.
4. Child design talk · 7 min. Child points, tells, draws or directs an adult to show one useful feature (spaces, a card home, boundary or label) and names whom it might help. If the school approves a real familiar tool, record its provenance and child-seen feature on local source slot.
5. Check/respond · 4 min. Record child feature + purpose, not a correctness claim about ten. If the child names only a favourite colour, ask what part helps the pretend curator find a card. If they say the printed cards were used, ask who actually used them.
6. Exit · 2 min. “A person designed ___ to help ___.”

Week 11 · Day 52 · Compare two open-space ideas

Target/codes: Compare two human-designed ten-place layout proposals for a stated user/table; AC9TDEFK01 and AC9TDEFP01, proposal only.

1. Welcome · 3 min. Revisit the pretend curator and the need to see where each broad card could go.
2. Read source · 4 min. Show board ideas: ONE LONG ROW and TWO ROWS OF FIVE. Both are A4 drawings, not physical-size templates.
3. Model · 5 min. For an imaginary wide table, a long row could make order easy to follow; for a shorter table, two rows may be a first idea. Neither has been tried with palm-sized cards or a real viewer.
4. Child design talk · 7 min. Child identifies a possible help and difficulty for each layout, then chooses one for a stated table and viewer. Pointing, spoken comparison, AAC or adult-directed broad-card placement are equivalent routes.
5. Check/respond · 4 min. Record both features and the purpose-linked choice. If the child thinks drawn A4 spaces prove fit, ask what real card and table would need checking. If ten-space count is uncertain, adult confirms source and refers number teaching to maths.
6. Exit · 2 min. Point to the place where the first card would go.

Week 11 · Day 53 · Two designs before making

Target/codes: Generate and communicate two distinguishable ten-place board ideas and choose one for the viewer; AC9TDEFP01.

1. Welcome · 3 min. The same ten supplied cards can be organised in more than one useful way.
2. Read source · 4 min. Reopen ten-card brief; remind children the cards are fictional designs, not real classmates' work or mathematical assessment.
3. Model · 5 min. On spare paper, sketch a ring of broad spaces and a pair of rows, explaining how the viewer would find the next unfilled place. Both are proposals, with no fit or user result.
4. Child design talk · 7 min. Children draw, speak, sign, use AAC or direct an adult to make two different arrangements, preserving ten intended places. They choose one for the stated pretend curator and explain a useful difference.
5. Check/respond · 4 min. Record both design features, chosen reason and any adult counting prompt. If only decoration changes, invite a change to spacing, grouping, first-place cue or card home. If a board has fewer intended places, ask where an unplaced card would go.
6. Exit · 2 min. “I would try ___ because the viewer needs ___.”

Week 11 · Day 54 · Plan a safe large version

Target/codes: Sequence adult-checked steps for a possible large board, separating planning from material action; AC9TDEFP01.

1. Welcome · 3 min. State the school gate: broad paper/card, clear stable table, adult preparation and child choice. No one must touch.
2. Read source · 4 min. Use safe board steps: adult checks, mark ten places, place broad cards, ask and record. FIT / OVERLAP / NOT TRIED remain unselected.
3. Model · 5 min. Show an unmarked large sheet or describe one. Talk through a plan for wide spaces; do not claim a card fits before trying one.
4. Child design talk · 7 min. Child orders the steps and chooses who would mark and who would place. Name one stop condition (unclear surface, unsuitable card size, child not willing, no school approval) and one observable criterion: all cards have space without overlap.
5. Check/respond · 4 min. Record step order, handler plan and criterion. If child says “it fitted” from a picture, recast it as a hope. If tiny counters are proposed, return to large paper markers or a no-loose-parts drawing route.
6. Exit · 2 min. Save plan; mark NOT TRIED.

Week 11 · Day 55 · Fresh check A

Target/codes: Transfer two-layout design reasoning to a fresh ten-picture task; AC9TDEFK01 and AC9TDEFP01 as proposal evidence.

1. Welcome · 3 min. Explain that first ideas in the fresh public check will be saved before feedback.
2. Read source · 4 min. Give Check A with its A4 source. Read the given ten-picture brief only; do not demonstrate a possible answer.
3. Model access · 5 min. On unrelated blank shapes, show drawing, pointing, dictation, signing, AAC and verbatim adult scribing. Do not model the check layout.
4. Independent response · 7 min. Child gives two distinguishable broad board ideas, chooses one and explains how a pretend user could find places for all ten supplied pictures. Adult records content cues.
5. Check/respond · 4 min. Collect the first response before consulting the public teacher key. If only one idea appears, save it first and offer a follow-up as new teaching, not as the original answer.
6. Exit · 2 min. Ask what an actual card/user check would need to show.

Week 12 · Day 56 · Pick a material and a real criterion

Target/codes: Choose an approved large surface and say what a trial would observe; AC9TDEFP01.

1. Welcome · 3 min. An A4 plan may look tidy but may be too small for ten broad cards. Real material size matters.
2. Read source · 4 min. Open design record. Adult offers approved large material options or accurately describes them if the child chooses no touch.
3. Model · 5 min. State two separate criteria: do all ten prepared broad cards fit in intended spaces without overlap on this board, and can a willing viewer find an unfilled place? These require an actual trial; a drawing cannot answer them.
4. Child design talk · 7 min. Child chooses a candidate surface and label/spacing plan. They name what they saw, touched, heard from an adult or do not yet know. Mark a proposed first-place cue and card home.
5. Check/respond · 4 min. Record material reason, criterion and unknown. If “all boards work” is claimed, ask which card size and surface have actually been tested.
6. Exit · 2 min. Say what to watch during a safe try.

Week 12 · Day 57 · Optional real make-and-place trial

Target/codes: If school-approved, mark a large board, place broad cards and record actual fit and willing-user response; AC9TDEFP01 conditional making evidence.

1. Welcome · 3 min. Confirm approval, a large safe surface, prepared broad cards, stable table and willingness. Otherwise use the spoken-plan route and NOT TRIED.
2. Read source · 4 min. Re-read safe steps and child's Day 53/56 design. The A4 diagram is a reference, not a physical template.
3. Model recording · 5 min. Show design record. Leave maker, card and viewer result blanks until an actual event. Adult can give counting support; record it separately from Design making.
4. Child trial or plan · 7 min. With approval, child marks intended spaces on a large page and places ten adult-prepared broad cards, or directs an adult who physically does those steps. Record who marked and who placed. Observe FIT / OVERLAP or describe another actual outcome for this setup. A willing viewer may point to an empty place or describe difficulty; record exact action. No trial: describe plan, mark NOT TRIED, viewer unknown.
5. Check/respond · 4 min. Record maker, support, actual material result and any viewer response separately. If a child predicts every card fitted but no cards were placed, return to NOT TRIED. Adult-only marking is not child material use.
6. Exit · 2 min. Save the first design and actual record or clear untried plan.

Week 12 · Day 58 · Change one feature for a reason

Target/codes: Evaluate a ten-place board using an actual observation or named unknown and propose a revision; AC9TDEFP01.

1. Welcome · 3 min. Overlap, a missed place or an unclear label is useful design information, not a child failure.
2. Read source · 4 min. Reopen the child's own Day 57 record; if none exists, show the blank design record and keep NOT TRIED.
3. Model · 5 min. Hypothetical only: “If two broad cards overlapped in one row, I might try wider spaces or a second row.” That change may help, but only another actual try could show it.
4. Child design talk · 7 min. Child changes one feature: spacing, grouping, first-place cue, card home or board position. Say what observation/unknown led to it and what a later real try should inspect. A second approved trial, if available, gets a new dated result.
5. Check/respond · 4 min. Record evidence/unknown → change → next criterion. If only colour changes, ask how it helps find a space without relying on colour alone.
6. Exit · 2 min. “I observed/was told , so I would ,” or “I still need to test ___.”

Week 12 · Day 59 · Design for a second pretend user

Target/codes: Identify a person-designed shared-board feature and communicate an adaptation for two users; AC9TDEFK01 and AC9TDEFP01, without claiming social/permission outcomes.

1. Welcome · 3 min. Two pretend makers want to use the same picture board at different times. A clear card home and use cue may help, but real sharing needs permission and actual people.
2. Read source · 4 min. Show shared-board brief: one board, ten fictional card ideas, empty CARD HOME and unselected READY / IN USE cue. No pretend user has tried it.
3. Model · 5 min. Propose moving CARD HOME beside the board and putting the cue where a user might find it. This is a design intention, not a rule imposed on children or proof that two users can reach it.
4. Child design talk · 7 min. Children give two placements for card home/use cue, choose one for a pretend low table or wide shelf, and explain how a second user might know where cards belong. They may draw, speak, sign, use AAC or direct an adult with broad cards.
5. Check/respond · 4 min. Record both placements and the reason. If a child says a cue guarantees permission, ask what a real person would actually need to say/do; keep HPE learning separate. If the real classroom's access needs differ, ask a consenting user locally.
6. Exit · 2 min. Point to the proposed card home and name the intended help.

Week 12 · Day 60 · Fresh check B

Target/codes: Generate and justify two shared-board arrangements, safe steps and an honest material/viewer result; AC9TDEFP01.

1. Welcome · 3 min. Tell children this second fresh public check records a first design response before feedback.
2. Read source · 4 min. Give Check B with its A4 source. Do not choose an arrangement or result for the child.
3. Model access · 5 min. On unrelated blank paper, show accepted response routes without supplying the check's card-home or cue layout.
4. Independent response · 7 min. Child gives two distinguishable large-page arrangements, selects one for its user, names safe making steps and reports only an actual approved result or NOT TRIED.
5. Check/respond · 4 min. Record first response and adult content cues; then use the public teacher key. A later coached improvement is saved separately. Material handler, card result and willing viewer response stay distinct.
6. Exit · 2 min. Child names one revision or next question linked to evidence or an unknown.