# Foundation / Queensland Prep Design and Technologies · Term 2 Weeks 11–12

This sixth original fortnight follows the [Term 1 two-source display mat](../../term-1/weeks-09-10/README.md) with a new problem: a pretend picture curator has **ten broad picture cards** and needs a person-designed place to see each card once. Children compare a single row with two rows of five, propose their own layout, and, if school approval and materials allow, make and observe a large ten-place board. They then adapt a board for two pretend users by adding a visible card home and a clear “ready/in use” cue. No printed layout or proposed cue is a real user result.

The work pairs with integrated [Week 11 “Ten ways to see”](../../../term-2/week-11-ten-ways-to-see.md) and [Week 12 “Sharing tools and space”](../../../term-2/week-12-sharing-tools-and-space.md). The separate mathematics lessons teach number, ten and equal sharing; this Design pack assesses user, purpose, design choices, safe making and evidence-led evaluation. A ten-place drawing does not prove a child can count ten. A shared-use cue does not establish HPE consent or respectful-interaction achievement.

Begin with the [safe kit and exact invented source](MATERIALS.md). Run the [ten distinct 25-minute scripts](LESSONS.md), [three switchable same-goal routes per day](LEARNER-CARDS.md), [twenty worked context swaps](PRACTICE-SWAPS.md), and [eight original A4 SVG/PDF pages](print/TEXT-ALTERNATIVES.md). Two [fresh public child checks](STUDENT-CHECKS.md) have a separate [teacher key and next moves](teacher/KEY-AND-NEXT.md). Every optional home bridge works by talking or drawing, with no purchases, login, printer, cutting or physical test.

**Evidence gate:** The A4 board diagrams are plans; an actual trial uses school-approved **large** paper, broad blunt cards, a stable clear surface and adult preparation. Log who marked/handled the board, whether cards actually fit and remained in their places, and what a willing viewer actually did. If a trial cannot happen, mark **NOT TRIED** and use the complete spoken-plan route. A real familiar product/service/environment for AC9TDEFK01 needs a locally approved source and child observation; fiction does not fill that row by itself. No personal possessions, real disputes, classroom results or pupil data are supplied here.

The [exact ACARA v9/QCAA Prep crosswalk](CURRICULUM-CROSSWALK.md), [source/rights ledger](SOURCE-AND-RIGHTS.md), [role run-through](RUN-THROUGH.md), [offline verifier](verify_pack.py) and [SHA-256 receipt](manifest.json) show what was checked. This is an author-reviewed draft, not a QCAA-endorsed unit, a completed Foundation Technologies course, a secure exam, a classroom trial or a validated child outcome.