Ten teacher scripts · 25 minutes eachFoundation Design Tech · T2 W17–18 · Lesson sequence

Prepare the approved large-paper kit and exact fictional cards, or teach with talk and drawing only. Offer and switch A/B/C routes. Each day totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Adult controls all material selection, preparation, safety and any real school contact. A willing child may fold/insert only under local approval and supervision; physical handling by an adult is recorded as adult work. A printed folder does not hold a card, a fictional request does not grant permission, and a single reader cannot stand for everyone.

Week 17 · Day 81 · Who needs both notes?

Target/codes: Name a person-designed folder feature, intended reader and handoff purpose; AC9TDEFK01. Real familiarity is conditional on a local actual source.

1. Welcome · 3 min. A pretend picture maker wants to hand a new reader two related cards without one being mistaken for the whole picture.
2. Notice source · 4 min. Show CLOSE and WIDE: CLOSE shows TWO RINGS; WIDE shows TWO RINGS AND ONE TRIANGLE. All marks are fictional. Ask what CLOSE alone cannot tell the new reader.
3. Model · 5 min. “A person might make a large folder with a clear outside name and two inside card places so the reader can ask for both.” The folder's purpose is finding/keeping the pair, not creating the views or proving every reader understands them.
4. Child design talk · 7 min. Child names a folder feature, user and purpose. Invite a large text/shape/tactile label option without assuming any child's preferred sense. Let child say “I don't know what's outside CLOSE” until WIDE is shown.
5. Check/respond · 4 min. Record feature → reader → intended help. If a child says CLOSE proves there is no triangle, cover WIDE and ask what lies outside the smaller source. If they discuss only picture art, ask which part a person would design for the handoff.
6. Exit · 2 min. “My folder could help ___ find ___.”

Week 17 · Day 82 · Two ways to open a folder

Target/codes: Compare two human-designed fold orientations for a named reader; AC9TDEFK01 and AC9TDEFP01, ideas only.

1. Welcome · 3 min. The new reader wants to find CLOSE first and then WIDE, without losing the second card.
2. Notice source · 4 min. Show SIDE FOLD and TOP FOLD. Both are drawn broad-paper proposals with outside name and inside two-card placeholder; neither is physically tried.
3. Model · 5 min. A side opening may put the label on one edge; a top opening may put it on another. Which a reader can locate depends on actual size, placement and access. Say “might,” not “works.”
4. Child design talk · 7 min. Child identifies one possible help and difficulty for each orientation, then chooses provisionally for a seated pretend reader. Offer an adult description, big picture, gesture or tactile outline if approved.
5. Check/respond · 4 min. Record both distinguishing features and the choice reason. If only colour is mentioned, ask which opening or large label would still work without colour. No actual retention result is known.
6. Exit · 2 min. “I would explore ___ first because ___.”

Week 17 · Day 83 · Two handoff ideas of your own

Target/codes: Generate, communicate and select two distinct broad-folder designs for the same reader; AC9TDEFP01.

1. Welcome · 3 min. Two ideas help a maker choose before folding a real sheet.
2. Notice source · 4 min. Reopen paired-view brief. The challenge is handing over both labelled cards, not drawing another crop.
3. Model · 5 min. Sketch a side-opening fold with outside CLOSE/WIDE words; describe a separate top-opening fold with large shape keys inside. They are proposals, not physical results.
4. Child design talk · 7 min. Child shows two distinguishable opening/label/card-location ideas on handoff record, chooses one for a stated user and explains why. Scribe only the child's own design words.
5. Check/respond · 4 min. Record two ideas and provisional choice. If only a decorative change appears, ask how a new reader would find the two cards. If the child claims the pair is already together, ask whether any real paper was folded or inserted.
6. Exit · 2 min. “These two ideas differ because ___.”

Week 17 · Day 84 · Plan a safe ordinary handoff

Target/codes: Sequence adult-gated broad-paper steps and name what a real reader could check; AC9TDEFP01, plan evidence.

1. Welcome · 3 min. No blades, clips, glue or pressure trials. Adult checks and prepares any real paper.
2. Notice source · 4 min. Read safe folder steps: adult check, plan big fold, place two large cards, ask and record. No result is selected.
3. Model · 5 min. On a blank A4 diagram, point out proposed outside name and inside two-card area. Demonstrate the words for an ordinary find request: “Please find WIDE.” Do not act as a reader who has already succeeded.
4. Child design talk · 7 min. Child puts steps in order; chooses child-fold/adult-fold/plan-only route subject to teacher approval; names a stop condition and what exact real reader selection would be observed. If no approval, keep NOT TRIED.
5. Check/respond · 4 min. Record safe order, proposed handler, requested card and untested status. If “it kept the pair safe” comes only from a drawing, return to proposal language.
6. Exit · 2 min. Save a labelled untried plan.

Week 17 · Day 85 · Fresh check A

Target/codes: Transfer two-folder and source-truth reasoning to a new invented picture pair; AC9TDEFK01 and AC9TDEFP01 as proposal evidence.

1. Welcome · 3 min. This is a fresh public formative check. Save first work before hints.
2. Notice source · 4 min. Hand out Check A and its large page; read only its fresh invented picture facts.
3. Model access · 5 min. On unrelated blank paper, show drawing, telling, pointing, signing, AAC and exact adult scribing. Do not supply a folder idea for the held source.
4. Independent response · 7 min. Child gives two distinct handoff-folder ideas, a choice for the named reader, and says what the close source cannot prove or what a real reader trial would require.
5. Check/respond · 4 min. Collect first work before consulting separate public key. Record adult content prompts. Teach a second idea afterwards if needed, separate from first response.
6. Exit · 2 min. Ask for one thing a folder drawing cannot tell us.

Week 18 · Day 86 · A request is not an answer

Target/codes: Adapt the handoff folder to a care-request user while preserving unknown permission status; AC9TDEFK01 and AC9TDEFP01.

1. Welcome · 3 min. A pretend class wants to ask a school contact about returning a teacher-provided paper picture to an agreed shelf, for a clearer shared table. No action is approved by the story.
2. Notice source · 4 min. Read care request brief. The proposed question has a reason; SCHOOL CONTACT ANSWER is blank.
3. Model · 5 min. “Our folder might carry the question to the right adult and later carry their real answer back. Until that happens, the answer is WAITING / NO ANSWER.” Do not let the child folder look like an authority notice.
4. Child design talk · 7 min. Child says what the outside should tell the adult, what blank inside place is reserved for an answer, and who would be authorised to fill it. They may propose a large word/shape cue but not a made-up YES.
5. Check/respond · 4 min. Record user, purpose, message locations and status. If child announces permission from the printed card, ask who actually answered and return to blank.
6. Exit · 2 min. “We asked ; we still need .”

Week 18 · Day 87 · Optional make and ordinary find

Target/codes: Under adult control, make or direct a broad-paper folder and record actual card-finding response; AC9TDEFP01, physical evidence conditional.

1. Welcome · 3 min. Adult confirms large blunt clean paper, two large fictional practice cards, stable clear table, access and supervision. Otherwise use a no-material plan with NOT TRIED.
2. Notice source · 4 min. Review safe steps and handoff record. The A4 diagram is not a full-size making template.
3. Model recording · 5 min. Show distinct blanks for child idea, actual folder maker, card inserter, willing reader selection and prompt. Do not prefill that both cards were found. The Week 18 request/answer remains fictional and unanswered.
4. Child make/direct or plan · 7 min. If approved, adult prepares A3-or-larger sheet and controls the action. Willing child may make one broad fold/insert two large labelled practice cards under supervision, or direct the adult. Another willing person makes one ordinary “find WIDE” request and tries to retrieve it without coaching; record which card they actually select and exact response. No shaking, dropping or load. If no try, plan verbally and write NOT TRIED for material and reader.
5. Check/respond · 4 min. Record physical handler(s), exact selected card or non-selection, prompts and any access problem. A successful retrieval of fictional WIDE does not grant care permission or prove long-term retention.
6. Exit · 2 min. Save the dated first design and actual/unknown result.

Week 18 · Day 88 · Revise for the next reader

Target/codes: Link one fold/label change to observed card finding or a named unknown; AC9TDEFP01.

1. Welcome · 3 min. A reader choosing the other card is design feedback, not a failing reader.
2. Notice source · 4 min. Reopen the child's actual Day 87 handoff record, or its NOT TRIED plan.
3. Model · 5 min. Conditional example: “If a reader looked inside but could not see WIDE, I might move the large WIDE label to the outside. I would need a new real reader try to know if it helped.”
4. Child design talk · 7 min. Child revises one opening, card location, large label or source-status warning. Name whether the reason came from actual reader words, adult description or an unknown. A retest, if approved, has a separate record.
5. Check/respond · 4 min. Record evidence/unknown → change → next question. If child adds a fictional permission YES, return to blank status and design a question label instead.
6. Exit · 2 min. “I changed ___ because ; I still need .”

Week 18 · Day 89 · Who designs a familiar handoff?

Target/codes: Identify a person-designed familiar product/service feature when genuinely observed, and its user purpose; AC9TDEFK01 and AC9TDEFP01, local-source conditional.

1. Welcome · 3 min. Some classrooms use a real folder, message book or request system. None is supplied as a real example in this pack.
2. Notice source · 4 min. Show blank local source slot. Fill it only with a school-approved actual item and provenance; otherwise stay with the fictional paired cards.
3. Model · 5 min. “A person designed this feature to help a user pass/find a message.” If no real item, frame that sentence as a possible purpose, not an observation. A folder never substitutes for an authorised school reply.
4. Child design talk · 7 min. Child identifies a feature and who might use it, compares it with their chosen folder idea, and asks one question they would need to check. If a genuine item is observed, record date, location/permission and exact child-seen feature privately.
5. Check/respond · 4 min. Record source type, feature, intended user and unknown. If fictional practice becomes a claim about actual school procedure, ask who provided the real source.
6. Exit · 2 min. “A person may design ___ to help ; I know/need to check .”

Week 18 · Day 90 · Fresh check B

Target/codes: Design and conditionally evaluate a new request-and-answer handoff without inventing permission; AC9TDEFP01.

1. Welcome · 3 min. Take first independent response to a new public problem before any coaching.
2. Notice source · 4 min. Give Check B and its original large source. The fictional school-contact reply is blank.
3. Model access · 5 min. On unrelated paper, demonstrate drawing, speech, point, sign, AAC or scribing only; do not offer a held solution.
4. Independent response · 7 min. Child gives two different large-folder plans, chooses for the user, names safe adult-gated material steps, keeps answer/status honest and reports a real reader result only if an approved separate practice try occurred.
5. Check/respond · 4 min. Collect first response before reading the public key. Log prompts, any actual physical handler, and source/status accuracy. Support a retry afterwards on a separate record.
6. Exit · 2 min. Child names one next question or revision anchored to actual evidence or an unknown.