# Ten teacher scripts · 25 minutes each

Read [materials and local gates](MATERIALS.md) before teaching. Choose and switch [A/B/C routes](LEARNER-CARDS.md) as children need; every route reaches the same Design target. Each script totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. The examples and print pages are proposals. Do not prefill a listener report or a vessel position. Keep who designed, who handled material and what was actually observed separate. The cue is optional and comfortable; the Week 16 station is dry, with adult-controlled empty unbreakable vessels only. A no-material plan completes every lesson.

## Week 15 · Day 71 · Who needs a gentle cue?

**Target/codes:** Identify a person-designed pad feature, user and purpose; AC9TDEFK01. Actual familiarity needs a later approved local source.

1. **Welcome · 3 min.** Tell the class: a pretend small group wants an optional “my turn/your turn” cue that a willing person can notice comfortably. Silence or a visible signal is welcome.
2. **Notice source · 4 min.** Show [two candidate materials](print/material-candidates.pdf). BROAD CARD and CLEAN SOFT CLOTH are labels on drawings, not tested sound or touch facts.
3. **Model · 5 min.** “A person might design a broad place to make a gentle cue, so a partner knows when to answer.” Point to where a user could find it. A pad does not by itself make a musical pattern or ensure that anyone hears comfortably.
4. **Child design talk · 7 min.** Child identifies one designed feature, a particular willing user and a purpose. Invite another cue channel for a listener who wants no sound: visible hand movement, written/tactile adult description or pointing. Keep the goal of communicating a cue; do not prescribe a child's sensory preference.
5. **Check/respond · 4 min.** Record feature → user → intended help. If child says “cloth is quiet,” ask what a real willing listener would need to tell us before we could say that for them. If the child only names a rhythm, return to the designed pad.
6. **Exit · 2 min.** “I could make a pad for ___ to ___.”

## Week 15 · Day 72 · Which material might we explore?

**Target/codes:** Compare two proposed materials for a named user's cue, without inventing properties; AC9TDEFK01 and AC9TDEFP01.

1. **Welcome · 3 min.** Revisit the willing user's choice: a gentle cue, a visible cue or no sound.
2. **Notice source · 4 min.** Read [BROAD CARD and CLEAN SOFT CLOTH](print/material-candidates.pdf) plus the [two-purpose brief](print/two-purpose-brief.pdf). Both materials are large clean proposals; suitability is unknown.
3. **Model · 5 min.** “I could propose card because I can draw a large visible start mark on it. I would still need to inspect approved real card and ask the user.” Distinguish a design reason from an observed sound or feel.
4. **Child design talk · 7 min.** Child gives a possible use and a question for each candidate, then chooses one to explore for their stated user. Let a child say “neither until the adult checks” with a purpose-linked explanation. An adult may describe actual school-approved materials; note that source explicitly.
5. **Check/respond · 4 min.** Record both candidate questions and the provisional choice. If “the cloth will always be soft enough” appears, ask which person's comfort, exact cloth and approval still need checking.
6. **Exit · 2 min.** “I would ask ___ before choosing ___.”

## Week 15 · Day 73 · Two different pad ideas

**Target/codes:** Generate, communicate and choose two distinct material-pad ideas for one user; AC9TDEFP01.

1. **Welcome · 3 min.** A maker can compare ideas before touching materials.
2. **Notice source · 4 min.** Use the [two-purpose brief](print/two-purpose-brief.pdf); stay with GENTLE CUE PAD today. No sound result is pictured.
3. **Model · 5 min.** Draw a broad card pad with a large start mark; separately describe a broad clean-cloth pad with a separate large label beside it. Both are possible designs, not proven outcomes.
4. **Child design talk · 7 min.** Child shows two genuinely different material/shape/label arrangements on the [design record](print/design-record.pdf), then chooses one for the user and states why it might help. Accept speech, drawing, sign, AAC or exact adult scribing.
5. **Check/respond · 4 min.** Record both ideas and user-linked reason. If only colour differs, invite a different material, pad boundary, visible cue position or label. If “better” has no user, ask “better for whom?”
6. **Exit · 2 min.** “My first idea is ___; my other idea is ___.”

## Week 15 · Day 74 · Safe steps and a stop signal

**Target/codes:** Put optional large-pad actions in safe order and name a stop condition; AC9TDEFP01, plan evidence.

1. **Welcome · 3 min.** State the school check and a child's right to avoid touch or sound. No one needs to perform for the class.
2. **Notice source · 4 min.** Read [four safe pad steps](print/safe-pad-steps.pdf): adult checks, choose broad pad, one approved action, ask and record. No result is marked.
3. **Model · 5 min.** On a blank page, plan a large pad and gentle action. Name who would handle it and a comfortable stop signal. A fully silent plan can show the cue location by pointing.
4. **Child design talk · 7 min.** Child sequences steps, selects child action/adult-directed action/plan-only, and tells what a willing user would actually be asked. If approval, comfort, hygiene or access fails, stop and keep NOT TRIED.
5. **Check/respond · 4 min.** Record order, proposed physical handler, stop condition and question. If a child reports “they liked it” from a drawing, separate that prediction from missing user feedback.
6. **Exit · 2 min.** Save the plan; any unperformed cue stays NOT TRIED.

## Week 15 · Day 75 · Fresh check A

**Target/codes:** Transfer user, material and two-idea reasoning to a fresh optional cue; AC9TDEFK01 and AC9TDEFP01 as proposal evidence.

1. **Welcome · 3 min.** Say this is a first-response public formative check; feedback comes after collection.
2. **Notice source · 4 min.** Provide [Check A](STUDENT-CHECKS.md#check-a--day-75--puppet-signal-pad) and its page. Read exactly the fictional user and blank result boundary.
3. **Model access · 5 min.** On unrelated blank paper, demonstrate drawing, telling, pointing, signing, AAC or requesting a scribe. Do not offer material or pad ideas for this check.
4. **Independent response · 7 min.** Child communicates two different designs, chooses for the user's optional cue and says what real user feedback would be needed. Record any adult content prompt separately.
5. **Check/respond · 4 min.** Collect first work before opening the [public teacher key](teacher/KEY-AND-NEXT.md). Save a one-idea response as it is; teach another idea afterwards on a separate record.
6. **Exit · 2 min.** Ask for one thing the drawing cannot tell us.

## Week 16 · Day 76 · A different purpose changes the brief

**Target/codes:** Set a dry landing-pad criterion for empty A/B vessels and compare it with the cue purpose; AC9TDEFP01.

1. **Welcome · 3 min.** Recall the gentle-cue idea. Explain that the new user is an adult placing two separate empty unbreakable vessels on a clear dry table.
2. **Notice source · 4 min.** Show [dry vessel brief](print/dry-vessel-brief.pdf): EMPTY A and EMPTY B are schematic, with no water or placement result.
3. **Model · 5 min.** “For a dry landing, I need the visible base of each vessel fully inside the broad pad boundary when an adult places it.” A gentle cue preference does not prove this new criterion.
4. **Child design talk · 7 min.** Child proposes a broad pad boundary and a large A/B finding label, then says what an adult would need to inspect for each vessel. A/B are placed separately, never stacked. No tip/push/water test.
5. **Check/respond · 4 min.** Record new user, criterion and unknown for A and B. If child says “B holds more,” ask what filled-volume evidence would be needed; this design brief supplies none.
6. **Exit · 2 min.** “My cue pad question was ___; my dry pad question is ___.”

## Week 16 · Day 77 · Optional approved dry placement

**Target/codes:** Carry out or plan safe material steps and report each actual dry base position and handler; AC9TDEFP01, material evidence only if observed.

1. **Welcome · 3 min.** Confirm adult approval, clean broad pad, clear stable dry table, child access and empty unbreakable vessels. Otherwise use a plan-only route and NOT TRIED for both.
2. **Notice source · 4 min.** Revisit [safe pad steps](print/safe-pad-steps.pdf) and [dry vessel brief](print/dry-vessel-brief.pdf). The A4 drawing cannot be used as a fitted pad measurement.
3. **Model recording · 5 min.** Point to [design record](print/design-record.pdf). Show separate blanks for child's proposal, child/adult handling, EMPTY A position, EMPTY B position and any willing label reader's actual response. Prefill none.
4. **Child action or plan · 7 min.** If approved and willing, child may position a clean broad pad or direct an adult. **Adult alone** places empty vessel A then B, one at a time, without pushing, tipping or water. Observe each visible base at rest: FULLY ON if wholly inside boundary, EDGE OFF if any part crosses it; otherwise describe an actual ambiguity. Stop if unsafe. If no physical try, plan the sequence and record NOT TRIED for A and B.
5. **Check/respond · 4 min.** Record exact pad handler, adult vessel handler, A and B status separately and any real person's label-finding action. If a child treats “FULLY ON” as capacity or stability, state precisely what was and was not observed.
6. **Exit · 2 min.** Save the dated actual record or untried plan.

## Week 16 · Day 78 · Revise for the dry user

**Target/codes:** Propose one material, size or label change tied to an actual dry record or named unknown; AC9TDEFP01.

1. **Welcome · 3 min.** A pad edge that leaves a base outside is useful information about this placement, not a child's failure.
2. **Notice source · 4 min.** Reopen the child's Day 77 record or, if untried, the blank [design record](print/design-record.pdf). Do not replace an unknown with a sample outcome.
3. **Model · 5 min.** Conditional example: “If A's edge were off, I might draw a wider proposed pad boundary. Another approved placement would be needed to know whether it helped.”
4. **Child design talk · 7 min.** Child changes one feature for the dry user's purpose, marks whether the reason came from own observed placement, adult description or an unknown, then proposes one safe next check. A new physical try has a new dated record.
5. **Check/respond · 4 min.** Record evidence/unknown → change → next observation. If the child chooses cloth only because it was in the cue design, ask how it meets the dry base-boundary criterion.
6. **Exit · 2 min.** “I would change ___ because ___; I still need ___.”

## Week 16 · Day 79 · One material, two users?

**Target/codes:** Explain a designed pad's intended purpose, and compare two users' distinct evidence needs; AC9TDEFK01 and AC9TDEFP01. Familiar-product claims remain conditional.

1. **Welcome · 3 min.** A material can be a candidate for more than one purpose without being proven useful for either.
2. **Notice source · 4 min.** Place [two-purpose brief](print/two-purpose-brief.pdf) beside the [local source slot](print/local-source-slot.pdf). Its provenance fields stay blank unless a school-approved familiar designed product, service or environment is actually observed.
3. **Model · 5 min.** “A willing listener's exact response would help judge a cue; each dry vessel's visible base position would help judge landing size.” Neither gives water capacity. If a real familiar mat/tool is available, name the real source and observed feature, not a fictional result.
4. **Child design talk · 7 min.** Child chooses whether to keep or change a material for the second user, says why provisionally and asks one missing question for each purpose. If an authentic school-approved item is observed, note date, permission and what the child actually noticed.
5. **Check/respond · 4 min.** Record two distinct purpose questions and evidence sources. If “it works for everyone” appears, ask which user, material, action and actual feedback support that wording.
6. **Exit · 2 min.** “For the cue I need ___; for the dry landing I need ___.”

## Week 16 · Day 80 · Fresh check B

**Target/codes:** Design and conditionally evaluate a new dry pad for an empty-vessel user; AC9TDEFP01.

1. **Welcome · 3 min.** Take the first response to a fresh public check before coaching or reviewing the key.
2. **Notice source · 4 min.** Provide [Check B](STUDENT-CHECKS.md#check-b--day-80--museum-vessel-pad) and its new source page. No placement or capacity result is given.
3. **Model access · 5 min.** On unrelated blank paper, show speech, drawing, point, sign, AAC or exact adult-scribe routes without suggesting a check design.
4. **Independent response · 7 min.** Child gives two distinguishable pad plans, chooses for the stated user, sequences adult-gated dry actions and records only actual approved A/B base positions or NOT TRIED. Adult notes prompts and handlers.
5. **Check/respond · 4 min.** Collect first work before using the [separate public key](teacher/KEY-AND-NEXT.md). If no placement occurs, credit the design and safe-plan evidence, then teach a next material question separately.
6. **Exit · 2 min.** Child names one revision or unanswered question grounded in the actual record or an unknown.