Day 174 · Put the parts and steps togetherFoundation Design Tech · T4 W35–36 · Teacher · Teacher / Day 174 · Text version

Resource Weeks 35–36 · Queensland Prep / national Foundation · flexible session, often 25–35 minutes with pauses. This is a resource sequence, not a school-term date claim.

Useful outcome

Communicate a useful setup, first action and next action; safely assemble suitable broad components if wanted.

Before you start

Read Preparation, choose suitable available broad parts or a no-object route, and select C07 / C08 if useful. Keep first ideas before examples.

The session

1. Read back the own chosen purpose and ask which parts are actually available. Check material/surface/action with the real adult before making.
2. Capture proposed steps: setup, an intended player action and a stopping place. The child can tell or sign without handling.
3. Choose a mechanism below. Actual child marking/placing, directing and adult physical action are separately noted. No join/tool purchase is needed.
4. After original steps, an adult can model placing broad made-up cue cards beside unrelated dot drawings on a checked surface. These are the adult's steps and actions.
5. Invite the child to explain which part does which job, and what would signal the start. Do not label proposed success as tested function.
6. Keep a useful setup/step record. If 'make it' is the whole instruction, ask for one exact action and where its part would go; re-offer ordinary making only where suitable.

Choose an engagement route

• Make a broad layout: With suitable available whole parts, communicate a first and next step. Make one suitable part if wanted and keep the actual actor.
• Give exact directions: Tell a willing helper where one broad part should go and what to mark. Record who actually marked or placed it; play remains open.
• Draw a setup guide: Draw a ready view and proposed first/next view. Add or dictate the operator for each step. The views can remain plans.

Notice and teach next

Contexts: C07 real suitability chosen locally versus unknown packaging; C08 fictional director/physical-operator distinction. Observe: actual safe production only where seen; communicated proposed steps and component relationship otherwise. Next teaching: model a complete first instruction using an unrelated broad picture cue, not a held source design.

Child start · Home offer · Extra project

Whole visual and text alternative · Direct original SVG · Complete terms