# Make a fold-flat display

Foundation / Queensland Prep · Design and Technologies · Weeks 39–40 · Days 191–200.

Make something you can actually use: a picture face, pretend stall label, story sign or private choice cue. Choose what it should help someone do, try two shapes, make a useful part, then find out something about it. Keeping it flat, changing it or leaving a question can all be useful design decisions.

## Start today

A whole sheet and a comfortable surface are enough. Words, drawing, pointing, sign or AAC also work for planning; use a willing helper if wanted. Choose one job and ask, **“Where would you look for it?”** Keep the first idea. Then pick one of the three routes. The routes are choices, not a three-product checklist.

Allow about 15–25 minutes in short parts for a classroom offer, or 3–5 minutes for a home offer. These are planning estimates: stop sooner, take a break or come back. Locally check actual paper/card, marking/folding actions and support before handling. There is no cutting, glue, purchase, trip, real artwork or public audience requirement.

## What the fortnight adds

Weeks 35–36 offered a table-game job; 37–38 offered a ready/use/return job. This is a new purpose/form/material project: a face for viewing, meaningful alternatives, actual suitable production, a purpose-linked check and a show-to-stored transformation. Earlier work is helpful only when it really exists. Day 191 gives a fresh entry; Days 193–194 reteach alternatives and steps.

The historical annual plan’s Week 39 visitor explanation and Week 40 honest handover provide context. This new subject sequence is original placement, not a rewrite of that historical plan or evidence of a completed year.

A beginning teacher can use six numbered moves, choose one route and keep one useful observation for tomorrow. A busy parent can use one home offer without the assessment pack. A child who wants a challenge can invent a gallery, shop or story-landmark job. A child who wants quiet can keep a private face and one question. A funder/reviewer can inspect full sources, mapping, criteria and limitations; classroom effectiveness is not claimed from a proposal.

## Choose your way in

- [Teacher: start with one useful lesson](teacher/PREPARE.html)
- [Child: choose a display job](child/day-191.html)
- [Parent: one short home offer](home/H01.html)
- [Display Play Bench](interactive/index.html) or [paper twin](interactive/PAPER.html)
- [All lesson doors](teacher/INDEX.html) · [Full original aids](aids/INDEX.html)
- [Assessment selection and access](teacher/ASSESSMENT.html) · [Sources and reuse](SOURCE-NOTICE.html)
- [Edit a resource and prepare a suggestion](EDIT.html)

These ten sessions and their estimated timings are ready for review and a classroom pilot. They do not certify a full year. Printed read-together scripts are provided; no recorded or listened audio or verified translation is claimed.

Modified from [Prep alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/curriculum/ac9_tech_design_prep_as_cd_alignment.pdf), [Prep standard elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_design_se_prep.pdf) and [Prep techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_design_technique_cond_prep.pdf), © State of Queensland ([QCAA](https://www.qcaa.qld.edu.au/copyright)) 2023, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.