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Foundation / Design And Technologies / Term 3 / Weeks 27 28 / Teacher

Development draft · local review needed

Staff-only component guide and teaching recordFoundation Design Tech · T3 W27–28 · Teacher · Teacher / Component rubric

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Teacher copy · prompts and answer keys

Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Use after original first/later capture. Multiple designs may fit the brief; this is not an official whole-standard marking rubric or a numeric “correct answer” key.

Component What counts at its own scope What remains unknown
Purpose and ideas Child identifies an own job and communicates actually distinct options through any supported mode. No extra credit for elaborate speech, handwriting or speed; imagined work is not a built product.
Choice / communication Own chosen idea and reason/indication linked to purpose or preference; record neutral support. Adult-supplied design or leading suggestion stays attributed; public exposure visible.
Material / steps / actual action Child communicates steps/material choice; actual child action and local approved action recorded separately. A plan, digital arrangement or child-directed adult manufacture does not prove child physical making or all safe steps.
Evaluation Purpose/preference or actual own trial informs keep/change; actual willing action/words faithfully separate. A puppet has no testimony; revised plans alone do not prove improved actual function or universal user benefit.
Familiar people-designed place Actual already known place, familiarity basis, verified/attributed specific people-choice source and own response. New Museum fact, diagram or guessed intent does not supply familiarity or all product/service/environment breadth.

For each component, write observed work, plan only, not yet observed, or unknown / not offered with the exact evidence and conditions. These are descriptive labels, not ordered levels or diagnoses. A change in support/material/source can affect comparison. First/later form differences are not psychometrically equated. This partial activity does not establish full AC9TDEFK01, AC9TDEFP01, the year standard or other subjects.

Actual private record — blank, not a supplied outcome

Selected family/source/stage/date: __________
Prior exposure / neutral access support / content help: __________
Original response/work retained before model/feedback: __________
Observed component and specific original evidence: __________
Actual maker/actor/action and local approved procedure (or no physical action): __________
Actual self-trial / preference / optional willing tester words, separately: __________
Familiarity/source/attributed account, or unknown: __________
Targeted teaching actually completed between captures / date / mode: __________
Later original source/work/conditions: __________
What can be compared and what cannot: __________
Next actual teaching action: __________

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About this resourceReviewed source edition

Source review is complete for this two-week edition. Local suitability and classroom use still need review. Earlier candidate or pending-review words are retained in the original files; full-year coverage, translations and audio are not claimed.

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Exact source: a54ccbc467b251e97d868bad2efbd5bf6f2dd12a · 2026-10-07. Source edition, roles and hashes

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