# Foundation / Queensland Prep Design and Technologies · Term 2 Weeks 19–20

This tenth original fortnight follows the [two-note handoff folder](../weeks-17-18/README.md) with a **people-and-steps design brief**: make a small evidence-guide service that helps a chosen listener ask a question, check which source or attempt supports an answer, and tell only what that source shows. Children propose two service routes, make three large optional cue cards under adult control, invite a willing reader to use them if locally approved, and revise from exact feedback or an honest unknown. This is not a ramp build or motion test.

The design sits beside integrated [Week 19's adult-led fair comparison](../../../term-2/week-19-what-a-test-tells-us.md) and [Week 20's private portfolio conversation](../../../term-2/week-20-teach-someone-else.md). Week 19 here uses a **different, clearly fictional four-attempt paper record** to design source/status cues; its numbers are ordered mark labels, not measured distances or class results. Week 20 transfers the service to explaining a sample to a chosen audience, without taking over English, Mathematics, Science or Arts assessment. No actual child work, live movement result, family history or permission outcome is printed.

Start with [the exact fictional record and adult-controlled materials](MATERIALS.md). The pack provides [ten timed 25-minute scripts](LESSONS.md), [thirty switchable same-goal routes](LEARNER-CARDS.md), [twenty worked interest and life-domain swaps](PRACTICE-SWAPS.md), [eight original A4 SVG/PDF pairs with complete linear/tactile/no-print versions](print/TEXT-ALTERNATIVES.md), and [two fresh public formative checks](STUDENT-CHECKS.md) with a [separate public educator key](teacher/KEY-AND-NEXT.md). Every lesson has a no-material route. Home bridges are talk, drawing or play with no purchase or test.

**Evidence gate:** Printed cue cards and sample replies are design prompts, not an observed service. Adults choose and prepare any real large clean blunt paper, control safety and any actual test equipment, and check consent/privacy for a real source or listener. A child may mark or position a broad cue under supervision only if approved and willing; an adult-directed or spoken plan still shows design reasoning. Record exactly who made/held the cues and what a real willing listener actually said or selected. A fictional **INTERRUPTED** attempt has no stop result; never fill it with an invented mark. If the service is not physically made or tried, mark **NOT TRIED**. A single reader response is not a universal accessibility finding.

The [exact ACARA v9/QCAA Prep crosswalk](CURRICULUM-CROSSWALK.md), [source and rights ledger](SOURCE-AND-RIGHTS.md), [role run-through](RUN-THROUGH.md), [read-only verifier](verify_pack.py) and [SHA-256 receipt](manifest.json) make the authored draft reviewable. This is not a QCAA-endorsed unit, completed Foundation year, secure exam, classroom trial or proven student outcome.